
As FC becomes ingrained in educational prac-
tices, reports of substantial benefits emerge in a va-
riety of educational contexts (Akc¸ayır and Akc¸ayır,
2018). Students report higher levels of engagement,
deeper understanding of concepts, and greater au-
tonomy in their learning process. In addition, edu-
cators find opportunities for instructional differenti-
ation, personalized feedback, and greater connection
with students. Among the reasons for using FC are
that it improves student engagement and motivation,
enables flexible learning, or enhances student auton-
omy (Akc¸ayır and Akc¸ayır, 2018).
However, the adoption of FC is not without its
challenges. From initial resistance to the need for
equitable access to technological resources. In addi-
tion, it is noted that some students show up to classes
with limited preparation. Likewise, the adoption of
FC leads to an increased workload for both lecturers
and students, and there is evidence of a lack of dig-
ital competencies among both lecturers and students
(Ormiston et al., 2022). However, overcoming these
challenges can lead to significant rewards in terms of
improved student performance and the development
of essential skills.
On the other hand, Personalized Learning (PL)
represents a fundamental evolution in education. Per-
sonalization refers to ”a lecturer’s relationships with
students and their families and the use of multiple
instructional modes to scaffold each student’s learn-
ing and enhance the student’s motivation to learn and
metacognitive, social, and emotional competencies to
foster self-direction and achieve mastery of knowl-
edge and skills” (Redding, 2013). PL is oriented
towards the adaptation of teaching to the individual
needs of each student. This approach revolutionizes
the educational paradigm by recognizing and address-
ing the different learning speeds, cognitive styles and
preferences of students. By focusing on personaliza-
tion, learning becomes more flexible, allowing edu-
cators to design educational experiences that are tai-
lored to each student’s specific strengths and chal-
lenges. Technology plays a crucial role in facilitat-
ing this personalization, providing interactive tools,
adaptive assessments, and multimedia resources that
align with individual learning goals (Shemshack and
Spector, 2020). This approach not only boosts learner
autonomy and motivation, but also raises deeper and
more enduring understanding by directly addressing
each individual’s unique needs. Ultimately, PL not
only redefines the way education is delivered, but also
stands as a catalyst for forming a community of au-
tonomous and engaged learners.
In this context, this paper presents the Personal-
ized Flipped Classroom (PFC) experience for the 2
degrees in energy and eco technology of our univer-
sity in the 1st course for the subject of basic program-
ming. The reception of this experience has been qual-
itatively measured, answering the following research
questions:
• RQ1: How do students perceive the overall effec-
tiveness of the PFC modality compared to the tra-
ditional teaching model?
• RQ2: How do students’ learning preferences in-
fluence the acceptance and usefulness of audiovi-
sual resources in PFC?
• RQ3: How do students perceive the distribution of
time between homework and classroom activities
in the PFC model?
• RQ4: How do students feel about the flexibility
and autonomy provided by self-paced learning in
PFC?
• RQ5: How do students perceive the effectiveness
of consolidating and applying knowledge in the
PFC model?
2 RELATED WORK
In recent years, PFC has emerged as a promising
methodology for improving student learning. The
benefits of PFC include tailored pacing for individ-
ual student needs, allowing for pause, reflection, and
review. Lecturers can utilize their expertise more ef-
fectively, providing targeted practice based on stu-
dent assessments. Increased class time enables more
personalized interactions, fostering relationships and
understanding of students’ strengths and weaknesses.
Additionally, extended class periods facilitate active
student engagement and explicit teaching of essential
skills like critical thinking and collaboration (Sota,
2016). PFC combines elements of traditional FC,
in which students watch educational videos at home,
with a personalization of learning that caters for the
individual needs of each student. For example, Sein
et al. (Sein-Echaluce et al., 2022) developed and
implemented a PFC model that consists of personal-
ized homework at home. The model allows students
to learn lessons and perform micro-activities accord-
ing to their level of knowledge and readiness. The
model is designed by establishing groups of students
according to their level of knowledge and, in this way,
personalized activities are designed for each group,
which are carried out cooperatively. The results of
the experience show an improvement in student per-
formance as a result of the customized activities de-
signed. In another study, Matsui et al. (Matsui and
Empowering Future Engineers: Unveiling Personalized Flipped Classrooms in Basic Programming Education
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