University students perception of the usefulness of the master class vs flipped learning and audiovisual resources

Abstract

Nowadays we can still find certain controversies when identifying the most appropriate methodology in regulated university education, being able to identify some rejection when approaching "alternative" methodologies rather than more traditional model based on the master class, despite the positive results reflected in different studies in favor of changing the model. Likewise, and closely linked to the new teaching methodologies, the incorporation of multimedia resources (RMM) has also been criticized, focused, above all, on the lack of delimitation of objectives in the use of these resources. Methodology: 380 students in the 2nd, 3rd and 4th years of the Psychology Degree of the assessment subjects (Psychological Assessment and Psychological Assessment applied to clinical contexts) from the Complutense University of Madrid, Miguel Hernández University of Elche, Jaume I University of Castellón, University Autónoma de Madrid and CES Cardenal Cisneros (center attached to the UCM) voluntarily participated in a 26-item survey to assess the perception of the traditional methodology of master class vs flipped Learning, the use of audiovisual resources in the classroom, the classroom as “safe” place to build learning and to acquire skills. Results: 22.4% (85) of the students are “completely agree” or “strongly agree” that the master class is the best teaching methodology, compared to 35.5% (135) who consider that flipped learning is the best. Being the combination of both methodologies what brought together more consensus as a timely methodology, with a 65% (247). Even so, 83.1% (316) of the students valued flipped learning as very positive or quite positive. Concerning learning resources, 30% (114) of the students think that teaching manuals are used "very often" or “a lot”, however, only 7.9% (30) consider that it is the best resource to learn with. 42.6% (162) consider that RMM are used “very often” or “a lot”, and 15.8% (60) consider that it is the best learning resource. 92.1% (350) consider that power points are used “very often” or “a lot” and only 13.4% (51) consider that it is the best option for learning. In relation to the statement "The classroom is a passive place of learning" 34.8% (122) of the students were “completely agree” or “strongly agree” with the statement. 27.1% (103) of student are “completely agree” or “strongly agree” with the statement "The classroom is a safe place in which learning is built through debates". In relation to the competences, the 80.8% (307) of the students consider that they have a critical thinking, but only 41.9% (159) consider that they work on it or have developed it in class. Regarding the construction of knowledge as an active agent, 72.1% (274) consider that they have competencies to build their knowledge, compared to 42.4% (161) that consider that they have developed it or that the classroom is a good place to develop it. The work shows the perception of students in relation to the methodology, the resources used, and the skills acquired and leads us to think about all this and reflect on possible changes in teaching