El modelo Flipped Learning aplicado a la materia de música en el cuarto curso de Educación Secundaria Obligatoria: una investigación-acción para la mejora de la práctica docente y del rendimiento académico del alumnado.

Castro, C. Baptista de; Jesús, Antonio

doi:10.35376/10324/9138

Cited by 8 publications

(5 citation statements)

References 6 publications

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“…Concerning the first research question referred to the satisfaction of students and their families in their music learning with the use of ICTs from the FL model, the results enabled us to check that both the students themselves and their families had a positive opinion. Both groups felt satisfied with the work carried out during the research period, which matches the findings of other previous research studies, such as those authored by Calvillo Castro (2014) and Smith (2015). In this sense, it is worth highlighting that perhaps one of the strengths of this study lies in the fact that we managed to obtain that joint vision of students and families, thus listening to the voices of both groups (Bond, 2020;Marin-Suelves et al, 2020).…”

Section: Discussionsupporting

confidence: 88%

Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families

Vila

Fabra-Brell

2023

International Journal of Music Education

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This study has as its purpose to ascertain and analyze the impact caused by the implementation of the Flipped Learning model on the students enrolled in the subject «music» of Spain’s public Compulsory Secondary Education, as well as on their families, within a rural environment. A total of 25 female and male students and 13 relatives took part in the study. A methodology based on a mixed descriptive approach including the design of a collective case study was used. Data collection took place through the utilization of tools such as a questionnaire of a quantitative and qualitative nature administered after the experience and the establishment of discussion groups. The results show that both the students and their families have a favorable opinion about using the Flipped Learning model in the music classroom on a daily basis. They find no significant barriers or drawbacks beyond families’ concern about potential technology-related problems derived from the economic investment required and an overexposure to screens. The conclusions drawn point at the relevance of integrating active methodologies, among them Flipped Learning, into music teaching.

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Section: Discussionsupporting

confidence: 88%

Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families

Vila

Fabra-Brell

2023

International Journal of Music Education

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“…Se produce un ambiente flexible, se atiende a los distintos ritmos de aprendizaje y se da respuesta inmediata a las ausencias [10], puesto que el alumnado tiene acceso a toda la información y podría enfocarse al aprendizaje basados en proyectos.…”

Section: Después Del Aprendizajeunclassified

Inverted Classroom: an experimental analysis in times of pandemic

Rojas Huamán,

Torres Rivera,

Calla Vasquez

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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Implementing a flipped classroom model despite the pandemic situation was an accurate decision. Prior to implementation, it was important to identify the best way to introduce math sessions by taking both faculty and students' significant output. This model has three essential stages that are key to guaranteeing learning: before, during and after.This study aims at analyzing the before-implementation stage in math classes addressed to first-year learners of a higher education institution in Lima who are aged around 19, come from different parts of the country, and have diverse educational backgrounds going from national to private educational centers. These are common characteristics in every career the institution offers. Both content and math problems were reviewed and contextualized systematically and, as a result, the academic performance improved; the new way of working involved watching a video with questions that learners were asked to solve prior to their class session.This study proposes the implementation of the flipped classroom because of its benefits and, consequently, the learner's satisfaction.

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“…En este sentido, existen algunos trabajos en la literatura que incluyen las Tecnologías de Información y Comunicación y nuevas tendencias educativas en la enseñanza de música, en la cual se han aplicado estrategias didácticas, como estímulo para el aprendizaje básico de la teoría musical (Abella, 2021), en la cual se han aprovechado el modelo flipped learning aplicado a la materia de música (Calvillo, 2014).…”

Section: Introductionunclassified

La Gamificación Apoyada en el Aula Invertida para Fortalecer la Lectura Musical

Velásquez Vargas,

Lozano Cárdenas

2022

rev.perspect

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La presente investigación se orienta hacia el fortalecimiento de la lectura musical a través de una estrategia gamificada apoyada en el aula invertida, con estudiantes de Teoría y Solfeo II de la Universidad Industrial Santander. El objetivo general fue fortalecer la lectura musical a través de la gamificación apoyada en el aula invertida en estudiantes de solfeo en segundo semestre de la Universidad Industrial de Santander. La investigación se encuadró en el paradigma cualitativo. El método propuesto se refiere hacia una investigación-acción. La cual se orientó a transformar las actuales prácticas pedagógicas. La población estuvo compuesta por estudiantes de dicha universidad y la muestra fue intencional. La técnica y el instrumento fueron la observación y un cuestionario tipo Likert. Los resultados y el análisis se mostrarán en frecuencias simples para los ítems. Se concluye que, el aprendizaje de la lectura musical con diferentes actividades de juego con elementos de puntuaciones individuales y por equipo con mecánicas concretas, fortalecen el solfeo, así como la identificación de intervalos, triadas, tetracordios y escalas

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El modelo Flipped Learning aplicado a la materia de música en el cuarto curso de Educación Secundaria Obligatoria: una investigación-acción para la mejora de la práctica docente y del rendimiento académico del alumnado.

Cited by 8 publications

References 6 publications

Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families

Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families

Inverted Classroom: an experimental analysis in times of pandemic

La Gamificación Apoyada en el Aula Invertida para Fortalecer la Lectura Musical

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