Flipped Learning for Promoting Self-regulation, Social Competence, and Decision-making in Pandemic Conditions

Flipped learning has emerged as a method that can facilitate practical learning supported by technology. This study analyzes
the impact of the flipped approach on students’ learning of prevention guidelines and socio-health regulations related to the
COVID-19 pandemic. A total of 585 Spanish secondary education students participated, and three validated instruments
were used to obtain information about their self-regulation, social competence, and decision-making. The results showed that
the average scores achieved by all groups, both in the pre-test and the post-test measures, were similar, except those
achieved by the experimental post-test group, where the average scores were higher than the rest. The study concludes that
both traditional and flipped learning pedagogical applications for training students in the measures to prevent COVID-19 generate
knowledge and improved skills. Theoretical and practical implications are discussed, including the insight that active
teaching methods promote greater improvement in student learning than traditional, expository methods.