Impact of Feedback in Flipped Learning on the Development of Soft Skills of University Students
Bibliographic Data
| ID | 22045073 |
|---|---|
| Authors | Ricardo Sánchez-Gil-Machín (0009-0002-0615-2884, University of Alicante), Salvador Baena-Morale (0000-0002-6722-3714, University of Alicante, corresponding author), Nuria Molina-García (0000-0003-0145-8235, University of Alicante), Alberto Ferriz-Valero (0000-0001-8206-4152, University of Alicante) |
| Year | 2025 |
| Volume | 15 |
| Issue | 1 |
| Pages | 63 |
| Publication date | 2025-01-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15010063 |
| OpenAlex | W4406214984 |
| Language | EN |
| Citations received | 2 |
| References cited | 42 |
This study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4% female) enrolled in a Primary Education Teaching degree program at a Spanish public university. Participants were divided into two treatment groups: Feedback FL and Non-feedback FL. Validated scales—the Brief Resilience Scale (BRS) and the Perceived Competence Scale for Students (PCNS)—were used for pre- and post-intervention assessments. Both groups demonstrated significant improvements in resilience and perceived competence, with no statistically significant differences between the Feedback FL and Non-feedback FL groups. Data analysis included Mann–Whitney U tests for inter-group comparisons, Wilcoxon tests for intra-group comparisons, and 2 × 2 repeated measures ANOVA, which revealed no interaction effects (Time × Treatment) for either variable. These results suggest that FL alone fosters the development of transversal skills such as resilience and perceived competence, regardless of teacher feedback. The findings highlight the effectiveness of active learning models like FL in higher education for promoting essential competencies. Future research should address additional soft skills and employ larger, more diverse samples to further explore the role of feedback and innovative methodologies in enhancing FL’s impact
Blended Learning · Educational technology · Flipped learning · Mathematics education · Soft skills · Computer Science · Educational Innovations and Challenges · Innovations in Education and Learning Technologies · Innovative Teaching Methods · Psychology
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| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |