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Universal Access in the Information Society (2024) 23:1001–1013
https://doi.org/10.1007/s10209-022-00945-0
LONG PAPER
Flipped Learning 4.0. Anextended flipped classroom model
withEducation 4.0 andorganisational learning processes
MaríaLuisaSein‑Echaluce1 · ÁngelFidalgo‑Blanco2 · AnaMaríaBalbín3 · FranciscoJoséGarcía‑Peñalvo4
Accepted: 26 October 2022 / Published online: 19 November 2022
© The Author(s) 2022
Abstract
This article integrates two visions on the creation of knowledge by students: an academic vision where the person who cre-
ates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning
vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts
from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active method-
ology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic
of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic
and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The
evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational
learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In
addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for
them and other students in their learning process.
Keywords Education 4.0· Flipped classroom· Knowledge creation· Organisational learning· Cooperative learning·
COVID-19
1 Introduction
The flipped classroom (FC) method places the emphasis on
reversing the learning process. More specifically, it reverses
the order in which two of the most common activities in the
training process occur: the “lesson” and the “homework”.
Whereas in a traditional and common model, the “lesson”
is done in class and the “homework” is done at home, in
the FC methodology, the “lesson” is done at home and the
“homework” is done in class [1].
From an academic perspective, the accomplishment of
homework includes cognitive activities of a higher level than
those performed by listening to only one lesson, especially
if these activities are carried out cooperatively and with the
advice and supervision of teachers. This idea is what makes
the FC methodology active [2, 3].
From the academic point of view, regarding the impact
of the method itself, the students positively value the active
methodology [4–8]. It can be used in any academic setting
[9] and optimises the time spent learning [10, 11].
Regarding learning, the academic results are improved
in traditional exams (summative assessment) by using
* María Luisa Sein-Echaluce
mlsein@unizar.es
Ángel Fidalgo-Blanco
angel.fidalgo@upm.es
Ana María Balbín
abalbin@pucp.edu.pe
Francisco José García-Peñalvo
fgarcia@usal.es
1 Department ofApplied Mathematics, EINA, Universidad de
Zaragoza, Calle de María de Luna 3, 50018Saragossa, Spain
2 Laboratory ofInnovation inInformation Technologies. LITI,
Universidad Politécnica de Madrid, Calle de Ríos Rosas 21,
28003Madrid, Spain
3 Education Faculty, Pontificia Universidad Católica del Perú,
Av. Universitaria 1801, SanMiguel15088, Lima, Perú
4 Department ofComputer Science andAutomation, Science
Faculty, Universidad de Salamanca, Plaza de los Caídos S/N,
37008Salamanca, Spain
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1002 Universal Access in the Information Society (2024) 23:1001–1013
1 3
higher-level cognitive abilities [4, 12, 13], the acquisi-
tion of teamwork competence [5], and practical classes
involving problems, laboratory assignments and projects
[14, 15]. It also reduces the students’ perception of the
complexity of the course content [16], improves students’
level of achievement in the course [17, 18], and increases
the self-efficacy of learning [19, 20] and the adaptation to
the course at the student’s own pace [11]. Likewise, the
FC method increases students’ level of motivation [21,
22] and sense of individual responsibility for their own
learning [23] and collective responsibility when working
on a team [6].
From the perspective of cooperation, the FC method
favours peer learning [6, 24] and increases discussions [6],
interactions between students [11, 25] and student partici-
pation in activities [21].
From the perspective of content creation, the FC
method allows students to create content [4], which can
be used as learning resources by other students. Thus, the
FC method transforms the role of the student into a pro-
ducer–consumer of content [26, 27]. This enables increas-
ing the knowledge provided in the course itself from the
students’ knowledge and experience, producing organisa-
tional learning [16, 28]. The students are also capable of
organising the knowledge created individually and collec-
tively [24, 29], and in all of this, the students apply high
cognitive abilities [10].
In addition, because of the restrictions on access to class-
rooms during the confinement due to the COVID-19 pan-
demic [30, 31] and the subsequent hybrid teaching models
[32, 33], when limitations of capacity and social distance
had to be respected, the FC method has been one of the
primary references for many teachers [34–36], especially for
teachers who wanted to maintain an active learning method
and not just call hybrid learning the mere retransmission of
the face-to-face class session by videoconference for those
students who could not physically attend the classroom.
Through bibliographic reviews, including the authors’
experience in applying the FC method for more than 9years
[37], FC is shown to be an active method that results in
improvements in the learning results in theoretical and prac-
tical classes and the acquisition of teamwork competence,
increasing the students’ responsibility in their own learn-
ing process, as well as increasing interactions and debates
among the students themselves.
However, in Education 4.0 [38, 39], adapted to new
industrial and competitive needs, emphasis is placed on the
enhancement of cooperative capacities, on the creation of
open knowledge in a cooperative way and on the manage-
ment of all this knowledge. On the other hand, organisa-
tional learning goes a step beyond the creation of knowledge,
incorporating its management and use to favour the learning
of individuals but also of the organisation.
Likewise, the bibliographic review has shown that the FC
method favours cooperation between individuals, the crea-
tion of knowledge and students’ use of knowledge.
The purpose of this work is to integrate characteristic
processes of organisational learning and Education 4.0 with
the processes of the FC method. In this way, cooperation
between students is increased, as well as the creation of open
knowledge, its organisation together with the acquired expe-
rience and its use as a learning resource in the subject.
The main objective of this work is to define and apply an
FC method that supports organisational learning in a course
using the management of knowledge and the experience
acquired by students during the completion of the course.
Likewise, to accommodate the 4.0 model, the knowledge
created in the context of the subject will be open and acces-
sible both to students and to the rest of society.
The objectives of this work are as follows:
1. To define an FC model that can support organisational
learning incorporating Education 4.0 competence for
cooperation in the creation and management of open
content;
2. To apply this model to obtain evidence that the devel-
oped model maintains the impact on active learning, like
any other FC method, as well as the 4.0 competencies in
terms of cooperation and organisational learning.
The following sections detail the FC model applied in
this research, followed by the results of the case study of the
research carried out, ending with the discussion and conclu-
sions of the work.
2 Functional model
The objective of this section is to identify the processes that
are incorporated into the FC methodology to support organi-
sational learning and 4.0. The traditional processes of the FC
method are aimed at enhancing students’ active learning,
originally in theory classes and later in other learning sce-
narios such as practical classes and during the acquisition of
horizontal competencies, such as teamwork. The incorpora-
tion of cooperative processes for the creation of knowledge,
as well as processes to manage and use the knowledge cre-
ated, generates the model that we call Flipped Learning 4.0
in this work.
Figure1 (a and b) shows the processes of the initial FC
model [40, 41]. The model is made up of two processes: the
lesson at home and the homework in class [1]. The home
lesson is composed of a process whose mission is for stu-
dents to learn the lesson through the acquisition of certain
concepts (Fig.1a) and which is usually completed through
communication processes with students so that they can
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1003Universal Access in the Information Society (2024) 23:1001–1013
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raise questions and comments. The flow “f” that connects
the home lesson with the homework in class is based on
the knowledge that students have acquired during the home
lesson.
The homework in class (Fig.1b) is usually worked on
from questions students raised about the concepts acquired
in the lesson at home, debates are promoted, and practical
activities are carried out. This model assumes that students
bring the lesson learned during the asynchronous session
to the synchronous session. During the home lesson, the
students tend to have a passive attitude, whereas during the
homework in class, their attitude is usually more active.
The authors of this research developed an FC model
called MicroFlipTeaching (MFT) [4, 5] that substantially
changes the processes of the lesson at home and the home-
work in class with respect to the traditional model. During
the lesson at home, it is intended that the students also have
an active attitude, and for this, instead of the teacher tak-
ing charge of the lesson (as in the classical model, where
teachers describe the concepts of the lesson), they carry out
a practical micro-activity from the acquisition of concepts.
The idea is to work with a part of the lesson rather than the
entire lesson.
Thus, this MFT model (Fig.1, a1) includes three pro-
cesses: the acquisition of concepts (similar to the classical
model but working only with the concepts necessary to carry
out the micro-activity), the micro-activity (a practical appli-
cation that can be carried out individually or cooperatively)
and the generation of results (from the micro-activity).
All of this, as in the classic model, is complemented with
communication with the students to raise questions and
queries.
In the home lesson of the MFT model, the flows are as
follows:
• “S1” represents the knowledge acquired to complete the
activity (this flow has two senses; first, they can try to
complete the micro-activity and then acquire the con-
cepts, and vice versa);
• “S2” corresponds to obtaining the results of the micro-
activity.
In the MFT model, a new process is generated (Fig.1b)
that is based on the capture of evidence of the interaction
(flows “fa”) of the students with the processes of the les-
son at home. With this evidence, teachers can decide what
resources to prepare during the synchronous session corre-
sponding to homework in class. These data can be observed
manually by teachers, such as seeing the results of the
micro-activity, the doubts raised or the interaction with the
resources where the concepts are exposed. They can also
be analysed by learning analytics systems [42, 43] through,
for example, the interaction data provided by the e-learning
platform (resources viewed, dates, duration, messages in
forums, etc.).
The processes corresponding to the homework in class
also change because initially one works with the results of
the micro-activities (flow “s3”). One works with both wrong
and correct results. It is in this analysis of results where
debate, reflections and cooperation are promoted to correct
Fig. 1 Comparison of classic
FC models with the MFT model
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1004 Universal Access in the Information Society (2024) 23:1001–1013
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or validate the results reported by the students and that have
been analysed.
Thus, in the MFT model, the home lesson objective is not
for the students to take the lesson learned to the synchronous
session, but rather for them to carry out the micro-activity,
whether the results are wrong or correct. Likewise, in the
homework in class, the idea is to give micro-lectures to com-
plete the lesson’s contents and practical and participatory
activities.
On the other hand, both the classical FC model [2, 3]
and the MFT model [4, 6, 44] have been shown to be active
methodologies. In the case of the MFT model applied to
work teams, it has been shown that the cooperative process
is transparent [45] for both the team and the entire teach-
ing group, that there is shared leadership [43] based on val-
ues [42] and that teamwork skills [6] and cooperation are
acquired for the creation of knowledge [5]. The 4.0 learning
model requires cooperative skills [38, 46], and in this sense,
the MFT method already includes them.
In this work, the incorporation of new processes into the
MFT method is provided to support organisational learning
and the competencies of Education 4.0 in terms of content
creation (because cooperative skills already use the MFT
model).
Figure2 shows the new processes and flows incorporated
into the MFT method to adapt them to the organisational
learning model. This incorporation is what gives rise to the
Flipped Learning 4.0 model. The main objective of incorpo-
rating these new processes is to support the creation of open
knowledge by students, as well as the management of said
knowledge and the experience of its creation.
The main processes by which students create knowledge
are the results of the micro-activities (process belonging to
the lesson at home) and the homework in class, where they
work with the results of the micro-activities and practical
activities. Knowledge is usually obtained and refined at two
levels:
• Level 1—During the results of the micro-activity. At this
level, the knowledge can be correct or incorrect. For this
reason, a second level of refinement is needed;
• Level 2—Level 1 knowledge is refined. If level 1 knowl-
edge is wrong, errors are identified and corrected. If level
1 knowledge is correct, it can be improved by incorporat-
ing reinforcements, for example, structuring it in a way
that makes the disclosure easier, including comments or
incorporating other clarifying elements.
The creation of knowledge through the two levels is
reflected in the process “e” of Fig.2. The knowledge of the
first level is represented by the flow “fc” and that of the sec-
ond level by the flow “s4”. The double direction of the flow
“s4” represents the possibility of changing the knowledge of
the first level. The knowledge created in this process requires
peer quality control; that is, the knowledge is reviewed by
other students and ultimately by teachers.
The second incorporated process (Fig.2e) is a knowledge
management system where the students’ experience can also
be incorporated for the creation of knowledge. This could
include what part of the work has been more difficult, the
time taken to create it, common mistakes, recommendations
for the use of knowledge and more. Flow “s5” represents the
incorporation of the created and validated knowledge into
the knowledge management system.
In the knowledge and experience management system,
resources are classified by types (problem, example, notes,
Fig. 2 Flipped Learning 4.0:
The MFT model with the
processes for organisational
learning
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1005Universal Access in the Information Society (2024) 23:1001–1013
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survey, map, etc.), learning activity (conceptual and prac-
tical), the profile of the recipient (student who has not
attended class, student who has attended class but has not
understood the concept, etc.), subject and academic year.
From the labels used for their classification, logical expres-
sions can be built to facilitate their search.
Once the knowledge management system is available,
it can be used as an additional resource to understand the
concept and carry out the micro-activity of the home les-
son. It can also be used by teachers to carry out activities
of the homework in class processes and even by students to
prepare for the subject exams. All this reuse is reflected in
the flow “s6”.
The flows from “s1” to “s6” represent a spiral (cycle) of
knowledge creation. This open knowledge, created by the
students themselves, is useful for different purposes:
• For students while taking the course (both to carry out
learning activities and to carry out assessment tests) and
for teachers who can use it as a learning resource within
the homework in class phase;
• For the same subject in later academic courses, so that
the teachers prepare a micro-lesson of the homework in
class to help in the acquisition of concepts of the lesson
at home and so that the students of later courses receive
help in academic learning and the creation of new knowl-
edge.
Therefore, there is also a knowledge utilisation cycle.
The combination of the cycles of creation and use of
knowledge is the basic principle of organisational learning
[47, 48]. In this organisational learning model, it is contem-
plated that there are inexperienced people who progressively
learn until they are experts [49] (in this case, the enrolled
students who had no experience in the subject acquire it
and transmit this learning process to the organisation). The
knowledge produced is useful for the people in the organi-
sation and is created by a community of practice [50] (in
the case of the subject, it is useful to carry out the learn-
ing activities of the students, and the community of prac-
tice is the students of the subject) and creates value for the
organisation itself [51] (in this case, the organisation is the
subject). Thus, this model is associated with the character-
istic processes of organisational learning and incorporating
the necessary competencies for cooperation in the creation,
management and use of knowledge; it is also associated with
the competences of Education 4.0.
Likewise, as represented in Fig.2, the model is based
on synchronism (temporal coincidence of teachers and stu-
dents) and asynchronism (no temporal coincidence). In a
fully face-to-face context, synchronism is the coincidence in
the classroom and asynchronism outside the classroom. In
a fully online context, both synchronism and asynchronism
can be carried out with online technologies, as is the case
in b-learning contexts. In the case of dual training (a per-
centage of the students are in the classroom and the rest are
online), synchronism can be achieved when all the students
(in the classroom and online) are using the same online tech-
nologies, so that the students who are in the classroom can
cooperate with those who are online. For this reason, the
method is hybrid and adapts to any learning situation, such
as those originated by the COVID-19 pandemic [52–55].
3 Context
To measure the impact of the model on academic learning,
it is necessary to have a control group and an experimental
group. However, the control group should not access the
content generated by the students in the experimental group
for effective comparison of results. On the other hand, to
measure organisational learning and 4.0, it is necessary for
the student-created content to be available in the open, man-
aged once created and accessible (and usable) by the entire
learning community. Thus, experimental and control groups
cannot be established in this case, but the evidence of the
learning community created can be analysed.
For this reason, this research has been carried out in two
contexts: one to measure the impact of the model on aca-
demic learning (restricting access to content) and another to
measure the contribution of organisational learning and 4.0
(where open content must be accessible online to the entire
learning community).
The exposed model must achieve improvements in aca-
demic results, as with other FC models, but it must also
support the development of learning using organisational
skills from Education 4.0. Therefore, the model is analysed
under these two approaches, and each of them is tested in an
academic subject of different grades.
The verification of the improvement of academic results
is carried out in the subject of “Computer Science and Pro-
gramming” of the Degree in Mining and Energy Engineering
(Context 1), whereas the support for organisational learning
is analysed in the subject “Fundamentals of Programming”
of the Degree in Biotechnology (Context 2). Both are offi-
cial degrees from the Technical University of Madrid, and
both subjects are taught in the first semester of the corre-
sponding degree program. The sample was taken during the
2021–2022 academic year.
Context 1—The study on the improvement of academic
results was carried out in the programming laboratories of
the subject “Computer Science and Programming”. In this
subject, there are three official academic groups with a total
of 236 students, two groups in the morning and one in the
afternoon.
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1006 Universal Access in the Information Society (2024) 23:1001–1013
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Each academic group is divided into two subgroups for
the programming laboratory, for which there are six labo-
ratory subgroups (two subgroups with 50 people and four
subgroups with 34 people). All laboratory subgroups work
with the same materials, and the final exam has the same
difficulty level for all.
Quasi-experimental studies have been carried out, involv-
ing two laboratory subgroups of 34 people each (one is the
control group, and the other is the experimental group).
These two laboratory subgroups have the same faculty, and
the final exam was prepared by faculty not involved in this
research.
Context 2—To investigate evidence that allows us to
affirm that the model supports organisational learning and
4.0, we have worked with all the students of the subject
“Fundamentals of Programming”. In total, there were 78
students divided into two groups, one in the morning and
one in the afternoon. On the other hand, the subject consists
of classes taught in the classroom and laboratories, and the
research has been applied in all learning activities of the
subject.
The following section presents the results related to both
contexts.
4 Results
The results for each of the scenarios of this research are
presented below:
• Context 1—Impact of the model on academic learning
outcomes;
• Context 2—Impact of the model on organisational learn-
ing support and 4.0.
4.1 Context 1—Impact onacademic learning
outcomes
The control group (CG) and the experimental group (EG)
correspond with two laboratory subgroups, with 34 people
enrolled in each. Nine laboratory sessions were carried out,
and during the first four sessions, both groups followed the
same method. The experimental group followed the method
based on the proposed model from the fifth to the ninth
session. Class attendance was accounted for in those two
periods.
Next, the results that support the homogeneity of the two
groups considered—control and experimental—are shown
for the characteristics of the students and in terms of the
students’ perceptions regarding the treatment received by
the subject teachers.
4.1.1 Homogeneity ofthesample regardingthestudents
ofthetwo groups
Prior to the research, a survey was conducted for the control
and experimental groups. Regarding the number of students
enrolled in the subject, 38% participated in the CG and 35%
in the EG. Regarding the average attendance during the first
period (before applying the innovation), participation in the
survey was 64.20% in the CG and 50% in the EG.
Questions regarding age, university entrance qualification
(UEQ), gender, and the number of times they had enrolled in
the subject were included in the survey.
The responses represent a non-normal distribution, and to
check for significant differences, the Wilcoxon p-value [56] is
used for a pair of unpaired samples. The results are presented
in Table1. The characteristics of the sample are homogeneous
except for the number of times the subject is repeated.
4.1.2 Homogeneity regardingthetreatment received
bytheteaching staff
To verify the homogeneity regarding the treatment received
by the students of the control and experimental groups, the
variables that make up the dimension “Attention of the teach-
ing staff received by the students” of the MUSIC survey [57]
have been used and validated to measure the motivation of the
student body. This survey was conducted after the implementa-
tion of the proposed model was completed.
Eight people participated in the CG and 14 in the EG.
Regarding those enrolled, the participation percentage is
23.53% for the CG and 41.17% for the EG. Regarding the
average class attendance (period of the 5th to 9th session), the
percentage is 78.58% in the CG and 66.66% in the EG.
The items included in the survey are as follows:
Q1. The professor is available to answer my questions
related to laboratory activities;
Q2. The teacher is willing to help me when I need it;
Q3. The teacher cares about my performance in the course;
Q4. The teacher is respectful to me;
Q5. The teacher is friendly;
Q6. I think the teacher cares about how I feel.
The responses obtained in all the variables correspond to a
non-normal distribution. Therefore, to see if there are signifi-
cant differences, the Wilcoxon p-value of the nonparametric
comparison of two unpaired samples is calculated. Table2
shows the results of this comparison.
Table 1 Homogeneous samples regarding comparison
Age UEQ Gender Enrolment number
Wilcoxon nonpara-
metric p-value
0.8334 0.4696 0.9414 0.00000325
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1007Universal Access in the Information Society (2024) 23:1001–1013
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Table2 indicates that there are no significant differences
in the treatment given by the teaching staff in the control and
experimental groups.
Likewise, in this survey, the data on age, university access
grade (UEQ), gender and number of times enrolled in the
subject were gathered again. Whether there were significant
differences between the samples was analysed through the
Wilcoxon p-value for nonparametric samples. The results
are included in Table3, and on this occasion, there were no
significant differences in any variable.
The academic results of the students in the control and
experimental groups are included in what follows.
4.1.3 Academic results incontext 1 fortheCG andEG
In addition to the final laboratory exam, “Computer Science
and Programming” students can do up to four volunteer jobs.
Column 7 of Table4 includes the mean number of assign-
ments delivered by students enrolled in the group. These
works can raise their exam grade if they get 3.3 out of 10 on
the exam. Furthermore, if this grade is surpassed, it can be
averaged with other exams of the subject. For this reason,
the exam scores reflected in Table4 (columns 4, 5 and 6)
distinguish the scores obtained in “failures without a mini-
mum mark” (column 4), “failures with a minimum mark”
(column 5) and passed (column 6).
The first column of Table4 represents the average attend-
ance percentage considering attendance at the nine sessions.
Column 3 represents the percentage of students who pre-
sented to the exam with respect to the percentage enrolled
in each group.
4.2 Context 2 Impact onorganisational learning
support and4.0
In this scenario, the impact of the proposed method on
organisational learning and Education 4.0 is determined by
analysing evidence generated by the students themselves.
There were 78 participating students (from the Degree in
Biotechnology) organised into 13 working groups with an
average of six students per group.
From the perspective of organisational learning, the evi-
dence on the creation, organisation and use of the knowledge
created by the students is analysed. From the perspective of
Education 4.0, cooperation is analysed for the group to cre-
ate, organise and use the knowledge created.
4.2.1 Knowledge creation
Regarding the creation of knowledge, the students have cre-
ated resources that collect the knowledge and experience
acquired during the learning of the subject. In this sense,
243 knowledge resources have been created, for an average
of 3.11 resources per participant in the subject.
The knowledge has been structured in the fields indicated
below (this process is the one carried out through the flows
“s2”, “s3” and “s4” in Fig.2):
• Resource title: to identify the activity and topic of learn-
ing;
• Short description: so that users have a brief summary of
the resource;
• Justification: to collect the need for the resource in its use
during the learning of the subject;
• Recommendation for use: advice on how to use it within
the course;
• Quality control: provides guarantees of the veracity of the
knowledge. Quality control can be completed by peers
(reviewed by all team members) or by the subject teach-
ing staff;
Table 2 Contrast variables for
homogeneity in the treatment
received by the teaching staff
Q1 Q2 Q3 Q4 Q5 Q6
Wilcoxon p-value 0.9042 1 0.7597 0.2888 0.4586 0.6073
Table 3 Contrast variables on the homogeneity of the sample
Age UEQ Gender Enrolment number
Wilcoxon nonparamet-
ric p-value
0.967 0.3741 0.7798 0.5087
Table 4 Academic results of the control and experimental groups
Group Class attendance (aver-
age of all sessions)
Presented to
the exam
Suspended with mark
between 0–3.2
Suspended with mark
between 3.3–4.9
Approved ≥ 5 Mean of works
completed by
student
CG 43.14% 52.94% 83.3% 16.7% 0% 1.38
EG 65.69% 64.70% 45.45% 36.37% 18.18% 2.12
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1008 Universal Access in the Information Society (2024) 23:1001–1013
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• Resource content: usually a link to a file with the resources.
The types of resources are usually videos or graphic texts.
4.2.2 Knowledge organisation
Once the knowledge is created, it must be classified, stored
and organised in a free online access knowledge management
system [1, 26, 58]. The knowledge classification was carried
out by the students themselves, and they established various
classification categories: learning activity (Table5), recipient
profile (Table6), type of resource (Tables7and 8) and subject
(Table9).
Each category is made up of a set of tags that enables clas-
sifying knowledge, organising it dynamically and searching
for it [59].
Next, the tables corresponding to each category are ana-
lysed. The columns indicate the labels for each category as the
number of knowledge resources associated with each category.
It should be noted that the same resource can have several
labels; therefore, the number of resources per element might
not correspond with the total number of elements.
Table5 shows the category “learning activity”, which
expresses the type of activity to be carried out with the
resource. The students divided this category between a con-
ceptual aspect (acquiring the concept) and another practice
(applying the concept).
Table6 reflects the labels established for the “student pro-
file” category. This category is closely related to the “recom-
mendation for use” because the resource is meant to be used
in a specific situation from the perspective of student class
attendance.
The label “before going to class” indicates that it is a
resource whose recommendation for use is before attending
class or laboratory, for example, to get an idea of the content
to be taught, the necessary prior knowledge, the complexity
and so on.
The label “lost” represents that the resource is aimed at
students who have attended class or laboratory but have not
understood how to carry out a particular learning activity.
The “all understood” label usually includes resources for
expanding knowledge or requiring a certain complexity. They
are intended for students who attend learning activities and
know how to complete them, so they want to learn more.
Table7 lists the different types of resources that stu-
dents created, and Table8 lists the number of resources
created for each type. The labels represent the different
types of materials that are needed to carry out the learning
activities. Some of them are common, such as summaries,
examples and exams, and others are not as common, such
as interviews, tips (tricks), lesson learned (explanations of
how they have organised the cooperation) and authorised
notes (material that some teachers authorise during the
exam).
The subject consists of three thematic blocks corre-
sponding to different learning activities: classroom classes
(numerical algorithms), laboratories (programming in R
language) and cooperation (teamwork). Table9 reflects the
number of resources generated in these thematic blocks.
4.2.3 Use ofresources andcooperative work
The resources included in the knowledge management
system have been visited 12,947 times, with an average of
53.28 visits per resource.
Regarding interaction, forums have been used in the
Moodle course of the subject for the organisation of each
team. They have also used other means such as What-
sApp and videoconferencing systems. The evidence has
only been collected from the Moodle forums because the
teachers do not have access to WhatsApp or videoconfer-
ences. The number of messages exchanged in the forums
is 6076, which corresponds to an average of 76 messages
per student.
Regarding the number of documents on coordination
that each team has used internally, 93 internal documents
have been generated.
Table 5 Distribution of resources by learning activity
Acquire concept Apply concept
146 105
Table 6 Distribution of resources by student profile
“Before attending class” “Lost” “All understood”
84 151 91
Table 7 Types of resources T1 Notes
T2 Authorised notes for exam
T3 Questionnaire
T4 Doubts
T5 Example
T6 Exercises
T7 Polls
T8 Interviews
T9 Mistakes
T10 Exam
T11 Explanation
T12 Map
T13 Summary
T14 Tips
T15 Lesson learned
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1009Universal Access in the Information Society (2024) 23:1001–1013
1 3
5 Discussion
In previous studies carried out in different educational set-
tings [9, 60, 61], indicators were identified that measure the
active participation of students, such as class attendance,
taking the exam and submitting work. In all the mentioned
indicators, the experimental group obtained better results
than the control group. These results confirm those obtained
by other authors on the relationship between the FC method
and the active participation of students both in previous situ-
ations to the circumstances of the restrictions implemented
due to the COVID-19 pandemic [2, 3], as well as during
those circumstances [62].
It should be noted that a variable (number of times
enrolled in the subject) was included in the contrast of
results at the beginning of the research, in which there were
significant differences between the control and experimental
groups. There were more repeaters in the EG than in the CG;
however, this difference gradually disappeared during the
research because the few students who stopped attending the
laboratory sessions in the EG were students who had already
studied the subject in previous courses.
From an academic point of view, the creation of knowl-
edge, as well as the cooperation to create it, is considered a
characteristic of active methodologies [63, 64], as well as the
improvement of learning, because it uses high cognitive abil-
ities [65, 66]. In this sense, the academic results reflect the
increase of the students’ cognitive abilities to solve problems
(laboratory test). It is observed that more than 54.5% of the
EG students presented to the exam, passed or exceeded the
minimum qualification necessary to make averages between
exams and assignments, whereas in the CG, this percentage
is 16.7%.
In the academic field, the creation of knowledge is asso-
ciated with improving the cognitive abilities of the person
who creates it. In the organisational vision, a dimension is
added, which is the value that this created knowledge con-
tributes to the rest of the people in the organisation and to
the organisation itself [48]. On the other hand, Education
4.0 seeks to train students to create and manage knowledge
[67, 68]. Therefore, it could be said that cooperative skills
for the creation of knowledge provide support for organisa-
tional learning.
Concerning cooperation, the number of messages
exchanged in the forums and the creation of resources that
reflect the coordination and cooperation between teams to
create knowledge demonstrate the high impact of applying
these skills. This aspect coincides with other studies high-
lighting the increase in interactions among students using
the inverted classroom method [69], as well as increased
cooperation among the student body during the COVID-19
pandemic restrictions [70]. In addition, the students have
structured, classified and use knowledge through a knowl-
edge management system. All evidence of the application of
the Education 4.0 competencies aligns with other investiga-
tions [38, 71, 72].
In organisational learning, emphasis is placed on the use-
fulness of the knowledge created for the activities of the
organisation itself [50], as well as its organisation and man-
agement [73, 74]. The knowledge created by the students
corresponds to the activities of the organisation, which in
this case are learning activities because the organisation is
a university course. Therefore, this content is beneficial not
only for the students who created it but also for the subject
itself because this knowledge is accessible to students in
later courses and even for other subjects.
6 Conclusions
An FC model has been designed that incorporates the skills
of Education 4.0 regarding cooperation for the creation of
knowledge and its management, following the principles
of organisational learning. For this, processes have been
incorporated to create and manage knowledge and knowl-
edge spirals that enable its flow during the teaching of the
subject so that it can be used in the learning activities that
integrate them.
This new model continues to be valid for its application
as an active methodology because the results of class attend-
ance have validated it: the delivery of proposed works and
the percentage of students who take the exam in the EG
compared with the CG (Table4).
One of the novelties that this new model incorporates is
the students’ creation of open knowledge in a cooperative
way. This creation requires high-level cognitive abilities,
which ensure deeper learning on the students’ part. Labora-
tory tests requiring high cognitive abilities show that EG has
significant differences from the CG (Table4).
Table 8 Distribution by type of
resource T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 T13 T14 T15
80 14 30 13 74 57 10 9 16 21 83 8 54 32 26
Table 9 Distribution by thematic blocks
Classroom Classes Laboratories Cooperation
125 67 36
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1010 Universal Access in the Information Society (2024) 23:1001–1013
1 3
The use of the model implies competencies characteris-
tic of Education 4.0, such as cooperation, open knowledge
and management. In this sense, the evidence of cooperation
(exchanged messages and coordination documents) indicates
that there has been cooperation throughout the process of
creating and managing knowledge.
Nevertheless, this created knowledge has been structured
to facilitate its use because it enables identification of the
learning activities in which it can be helpful. However, it
has also been classified with a set of labels based on dif-
ferent views: types of learning activities, types of content,
user profile and theme. This evidence constitutes support for
organisational learning, specifically for the creation, organi-
sation and distribution of knowledge.
Students have created a similar amount of knowledge for
theoretical and practical activities (Table5), and, for the
most part, these resources are directed to other students who
have had difficulty performing a learning activity (Table6).
Explanations, notes, examples, exercises and summaries
(Table7) are the five most utilised resources (Table8), rep-
resenting 66.6% of a total of 15 types of resources (Table9).
The knowledge that was previously acquired individually
is now created and shared with all students of the subject,
which facilitates its use by students other than the group who
created the knowledge. All of this contributes to increasing
learning resources for the subject, which can be used in dif-
ferent training strategies.
The two main contributions of the Flipped Learning 4.0
model are based on the incorporation of cooperative pro-
cesses to create and manage knowledge:
This work enables validation of a new learning method
for Education 4.0 based on incorporating into the FC
method processes for the cooperative creation of open
knowledge by the students, as well as tools to classify,
organise and use it;
The method developed is valid as a tool to develop and
apply organisational learning in a subject, using the stu-
dents’ experience both to improve their learning and for
the continuous improvement of the subject itself.
Therefore, the Flipped Learning 4.0 model provides the
university community with a method to be used in the new
context of Education 4.0 and organisational learning applied
to any university subject.
Future work could study the usefulness of the knowledge
created for students of the same subject in another academic
year or students of a different subject. The impact of this
method should also be studied among students enrolled
for the first time in the subject and those who were already
enrolled in previous courses.
Acknowledgements This work has been partially funded by the
Spanish Government Ministry of Science and Innovation through-
out the AVisSA project grant number [PID2020-118345RB-I00] and
the IE22.0602 project of the Technical University of Madrid. The
authors would like to thank the research groups EtnoEdu (University
of Zaragoza), GRIAL (http:// grial. usal. es) and LITI (http:// www. liti.
es) for their support.
Funding Open Access funding provided thanks to the CRUE-CSIC
agreement with Springer Nature.
Open Access This article is licensed under a Creative Commons Attri-
bution 4.0 International License, which permits use, sharing, adapta-
tion, distribution and reproduction in any medium or format, as long
as you give appropriate credit to the original author(s) and the source,
provide a link to the Creative Commons licence, and indicate if changes
were made. The images or other third party material in this article are
included in the article's Creative Commons licence, unless indicated
otherwise in a credit line to the material. If material is not included in
the article's Creative Commons licence and your intended use is not
permitted by statutory regulation or exceeds the permitted use, you will
need to obtain permission directly from the copyright holder. To view a
copy of this licence, visit http:// creat iveco mmons. org/ licen ses/ by/4. 0/.
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