Transforming a class from the Psychology degree into a flipped classroom


The flipped classroom is a teaching methodology that changes the dynamic of the traditional class, as the students study the lesson before attending class (mainly through Information and Communication Technologies), and the time in class is used to clarify the contents and do meaningful activities with the teacher’s support. Recent studies show that positive results have been obtained using this methodology. However, the implementation of this methodology in the Psychology degree is scarce. The objective of this study was to use the flipped classroom methodology in a lesson on the subject of Psychopathology and compare its effectiveness with that of a traditional class. The sample was composed of 87 students (M = 23.02, SD = 7.88 years old, 73.1% women) majoring in Psychology at the University of Valencia. In the flipped classroom condition (n = 47), the lesson was explained through a video that students watched at home, and then the time in class was used to assess and clarify the lesson (using the Kahoot! platform) and do significant activities in small groups. In the traditional condition (n = 40), the teacher explained the lesson in class, and the contents were assessed and clarified through the Kahoot! platform, but the activities were done at home.  The students assessed the interest, usefulness, and difficulty of the components of each methodology using a Likert scale and two open questions. In addition, the acquired knowledge was assessed through the final exam. No significant differences between conditions were found in the acquired knowledge (assessed through the Kahoot! platform or the final exam). However, working on the meaningful activities in small groups with the teacher’s support decreased the perceived difficulty of these activities, and the students made positive comments about the flipped classroom methodology.


Flipped Classroom, Teaching methodology; Information and communication technology; Psychopathology


  • Albert, M. y Beatty, B. (2014) “Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades” en Journal of Education for Business, 89, pp. 419–424.

  • Anderson, L.W. y Krathwohl, D., (2001) A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York (USA), Longman.

  • Bergmann, J. y Sams, A., (2009) “Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities” en Learning & Leading with Technology, 36(4), pp. 22–27. Recuperado de

  • Bergmann, J. y Sams, A., (2012) Flip your classroom: Reach every student in every class every day. USA, International Society for Technology in Education.

  • Bishop, J. L. y Verleger, M. A., (2013) “The flipped classroom: A survey of the research” conferencia dictada durante 120th ASEE National Conference Proceedings, Atlanta, GA, Junio 23-26. Recuperado de

  • Domínguez, L. C., Vega, N. V., Espitia, E. L., Sanabria, Á. E., Corso, C., Serna, A. M. y Osorio, C., (2015) “Impacto de la estrategia de aula invertida en el ambiente de aprendizaje en cirugía: una comparación con la clase magistral” en Biomédica,35(4), pp. 513-21.

  • Gilboy, M. B., Heinerichs, S. y Pazzaglia, G., (2015) “Enhancing student engagement using the flipped classroom” en Journal of nutrition education and behavior, 47(1), pp. 109-114.

  • Hayes, A.F., (2013) Introduction to Mediation, Moderation, and Conditional Process Analysis. New York (USA), Guildford Press.

  • Johnson, G.B., (2013) Student perceptions of the flipped classroom. Tesis doctoral. Canada, University of British Columbia. Recuperado de

  • Jordan, C., Pérez, M. J. y Sanabria, E., (2014), “Investigación del impacto en un aula de matemáticas al utilizar flip education” en Pensamiento Matemático, 4(2), pp. 9-22.

  • Limniou, M., Lyons, M. y Schermbrucker, I., (2015) “Comparison of the traditional with a flipped classroom approach in a psychology module”, conferencia dictada durante ECEL2015-14th European Conference on e-Learning: ECEl2015, Hatfield, Inglaterra, 29-30 Octubre. Recuperado de

  • McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., Gharkholonarehe, N. y Mumper, R. J., (2013) “Pharmacy student engagement, performance, and perception in a flipped satellite classroom” en American journal of pharmaceutical education, 77(9), pp. 196.

  • McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D.A. y Mumper, R. J., (2014) “The flipped classroom: a course redesign to foster learning and engagement in a health professions school” en Academic Medicine, 89(2), pp. 236-243.

  • McDonald, K. y Smith, C. M., (2013) “The flipped classroom for professional development: part I. Benefits and strategies” en The Journal of Continuing Education in Nursing, 44(10), pp. 437-438.

  • Missildine, K., Fountain, R., Summers, L. y Gosselin, K., (2013) “Flipping the classroom to improve student performance and satisfaction” en Journal of Nursing Education, 52(10), pp. 597-599.

  • Morton, D. A. y Colbert‐Getz, J. M., (2016) “Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy” en Anatomical Sciences Education.

  • O'Flaherty, J. y Phillips, C., (2015) “The use of flipped classrooms in higher education: A scoping review” en The Internet and Higher Education, 25, pp. 85-95.

  • Street, S. E., Gilliland, K. O., McNeil, C. y Royal, K., (2015) “The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course” en Medical Science Educator, 25(1), pp. 35-43.

  • Tune, J. D., Sturek, M. y Basile, D. P., (2013) “Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology” en Advances in physiology education, 37(4), pp. 316-320.


  • There are currently no refbacks.

The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0.Spain licence. They may be copied, distributed and broadcast provided that the author and the journal that publishes them, @tic. revista d'innovació educativa, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on Creative Commons

Editor: Servei de Formació Permanent i Innovació Educativa. Tel. 0034 961625030 | Fax. 0034 961625032 | Valencia. España

ISSN: 1989-3477 |  Depósito Legal: V5051-2008


Indexed in:


Consortial Journals