Experimentation of Flipped Learning in Higher Education Academy

Context. A professor’s professionalism and ability to involve students is fundamental for the learning success of their classroom. Nevertheless, it is increasingly clear that utilizing the same teaching practices does not always consider new technologies as commodities. New methodologies are needed that integrate the professor’s lectures with new mobile and multimedia technologies available to students. A method that suggests this is flipped learning. Objective. This paper aims to test the flipped learning methodology in the university context, evaluating both the effectiveness in terms of learning and the approval by the students involved. Method. The experiment was conducted between November and December 2018 and involved 140 students enrolled in the first year “Programming” course at the University of Bari in Italy. Results. The experiment shows that flipped learning has positive ratings of satisfaction and effectiveness even at a university level. The results highlighted the effectiveness of the proposed methodology because a high percentage of students achieved a satisfactory result in the proposed learning test. Also, the student satisfaction ratings show their interest and gratitude towards this teaching methodology.