Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes

Area of Science:

• Educational Psychology
• Organizational Learning
• Higher Education Pedagogy

Background:

• Integrating academic and organizational learning visions for student knowledge creation.
• Addressing the need for active methodologies in higher education.
• Adapting educational models during the COVID-19 pandemic.

Purpose of the Study:

• To present a hybrid model combining flipped classroom, organizational learning, and cooperative competencies (Education 4.0).
• To evaluate the model's effectiveness in online, dual, and face-to-face settings.
• To assess the impact of cooperative knowledge creation on academic performance and deeper learning.

Main Methods:

• Validated flipped classroom model adapted with knowledge creation cycles.
• Implementation in online, dual, and face-to-face modes.
• Focus on cooperative competencies and organizational learning principles.

Main Results:

• Student knowledge creation with an organizational learning perspective improves academic performance.
• Deeper learning is achieved through cooperative knowledge creation.
• Development of cooperative skills enhances knowledge management for students.

Conclusions:

• The hybrid model fosters deeper learning and academic improvement.
• Cooperative knowledge creation is a valuable strategy for both students and organizations.
• The model's flexibility supports diverse learning environments and promotes essential 21st-century skills.