Abstract
Social media has become a very useful tool for learning in recent years. Millions of people access YouTube, TikTok, Instagram and other social media every day to learn. At the same time, more and more teachers are using these platforms to share their knowledge with the general public and bring it into the classroom. Materials of this type offer the advantage of supplementing various didactic techniques; one of them is the Flipped Classroom. This article presents the use of videos deployed in the TikTok and YouTube platforms with the Flipped Classroom model to develop grammatical competency in Spanish. The results showed a considerable score improvement among high school students attending the Tecnologico de Monterrey Mexico City campus. The entire sample, 140 students, increased their scores between 12 and 56 points out of 100 in the results of grammatical performance in Spanish. Additionally, the student satisfaction survey showed that 98% felt that the Flipped classroom methodology with TikTok and YouTube videos motivated them to learn grammar in Spanish. This study demonstrates the potential of the TikTok and YouTube platform resources to benefit the development of the grammatical competency in Spanish with this population. This study’s methodology employing these resources could be replicated in various educational scenarios and different areas of knowledge. Moreover, it could be used for promoting complex thinking.
Author Information
María Artemisa Sangermán Jiménez, Tecnológico de Monterrey, Mexico
Pedro Ponce, Tecnologico de Monterrey, Mexico
Paper Information
Conference: ERI2022
Stream: Virtual
This paper is part of the ERI2022 Conference Proceedings (View)
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To cite this article:
Jiménez M., & Ponce P. (2022) TikTok and YouTube Videos in the Flipped Classroom Model to Improve the Learning Process and Motivate Students ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2022.15
To link to this article: https://doi.org/10.22492/issn.2435-1202.2022.15
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