Students' Satisfaction with a Blended Instructional Design: The Potential of "Flipped Classroom" in Higher Education
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a "Flipped classroom" design in a first year bilingual, English taught module in a non English speaking country. "World Economy" is taught in the Faculty of Business and Economics at a traditional, face to face (F2F) Spanish publicly funded institution, the University of Oviedo (Spain) It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish speaking freshers. During 2013 14, the instructional designers implemented a "Flipped Classroom" design for this module: content delivery through videos in English of the different module topics, pre class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini lectures and Just in Time Teaching, student centred active learning approach for in class sessions, and individual practice combined with peer instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students' linguistic skills.