Flipped Learning Prepares Students for Employment

Higher Ed September 19 / September 22, 2019

– Nuria Hernandez Nanclares –

Some colleagues from Universidad de Extremadura, in Spain, Professors Luis R. Murillo-Zamorano, José Ángel López Sánchez and Ana L. Godoy-Caballero, members of the Research Group in Economic Analysis and Marketing Management (AEDIMARK R&D Group), have just published a recent and revealing study on the use and benefits of Flipped Learning in the university context.

As it is known, there is currently a significant gap between what students learn at university and what companies demand when hiring new employees. Despite having identified this gap, many universities continue to use traditional teacher-centered rather than student-centered learning methodologies, making it difficult to develop the essential skills required in the workplace. Flipped Learning advocates turning traditional teaching methodologies around, enhancing the use of information and communication technologies and developing the creativity and talent of new generations of students.

The study titled “How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction”, and published in Computers & Education, confirms that Flipped Learning has positive effects both in the acquisition of knowledge and in the development of transversal skills demanded by the labor market of the digital society of the 21st century.

Beyond presenting a successful experience of using Flipped Learning in the university environment, the research team has developed their own scale of measurement (4D_FLIPPED) and analyzed by means of a model of structural equations the causal relations between the main elements of the mentioned scale.

So in essence, the paper provides empirical evidence on the relationships between knowledge, skills, engagement and student satisfaction, as well as recommendations and reflections of great utility for the academic world in general and the university community in particular.

In my opinion, this is an essential study that not only presents a rigorous quantitative analysis of Flipped Learning. It also provides useful guidelines to successfully implement this active learning system in the university context highlighting its effectiveness to promote the employability of Generation Z students in the digital society of the 21st century.

Computers & Education makes the complete study available at the following web link:



Editorial Leam
Editorial Team
This article was written by a collaboration of editors and columnists on the FLR editorial team or guest contributors.

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