Flipped classroom. Claves para su puesta en práctica

Abstract

Resumen:Comienza este trabajo haciendo ver la necesidad de la incorporación de las tecnologías en la enseñanza; posteriormente se realiza una descripción básica de evidencias de la metodología tradicional; más adelante se describe qué son las clases invertidas y se indican fases y estrategias para su puesta en práctica. Se dedica un apartado a inconvenientes descritos en diferentes investigaciones y se abordan los beneficios que estudiantes y profesores puede alcanzar al hacer uso de este tipo de metodología. Se muestra con posterioridad resultados acerca de la aplicación práctica de las clases invertidas, como que los alumnos consideran que promueve la comprensión y aplicación de los conceptos clave, que los materiales les ayudan a preparar cada sesión de clase, aprender a su propio ritmo, preparar los exámenes y que mejoran su aprendizaje en general. Manifiestan su preferencia por las clases invertidas e indican el aumento de la eficacia/efectividad del tiempo de clase. Se concluye en la apreciación de beneficios significativos con la aplicación de las clases invertidas, desde permitir a los profesores identificar los conceptos que no comprenden sus estudiantes hasta dedicar tiempo en clase para el desarrollo de habilidades cognitivas de orden superior de los estudiantes.Palabras claves: innovación pedagógica, método activo, tecnologías de la información y de la comunicación, medios de enseñanza Abstract:This project begins by showing the need for the incorporation of technology in teaching; then a basic overview of evidence from the traditional methodology is performed; it´s described forward what flipped classrooms are, their phases and strategies are showed to put them into practice. A section is dedicated to describe drawbacks in different investigations and it´s considered the benefits that students and teachers can achieve by making use of this type of methodology. Results on the practical application of the flipped classrooms are shown, as students consider that they promote understanding and application of key concepts, materials help them to prepare each class session, learn at their own pace, prepare exams and improve their overall learning. They express their preference for inverted classes and indicate the increasing efficacy / effectiveness of class time. It concludes in the appreciation of significant benefits with the application of the inverted classes, from allowing teachers to identify concepts that their students don't understand, to spend time in class to develop higher cognitive skills of students.Keywords: educational innovation, activity method, information and communication technologies, teaching aid IntroducciónLas instituciones y el sistema educativo de los países se diseñan para dar respuesta a la sociedad y deben ir adaptándose a las exigencias formativas que los nuevos tiempos requieren. La sociedad en la que vivimos no es la misma de la de siglos precedentes, por lo que nuestra responsabilidad como educadores es ir diseñando escenarios pedagógicos adaptados a la realidad que nos...

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

“…The discussion of these results is based on the continuity of studies on the subject that have been developed so far, highlighting the benefits of the application of flipped learning in the classroom, demonstrated in several previous studies [81][82][83].…”

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

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Flipped Classroom in Human Anatomy Teaching and Learning: Performance Analysis and Perceptions of Health Academics

“…The participants were asked about the contribution of the flipped classroom in increasing their interest and motivation in the discipline of human anatomy, whose data are shown in Figure 4: Figure 4 indicates that 61.1% of the participants consider that FC contributed or contributed a lot to increase their interest and motivation in human anatomy. Motivation is a relevant factor in this methodology, as its lack can be unfavorable; less motivated students can achieve inappropriate results, since the rates of learning in FC depend on self-motivation (Yang, 2017;Sánchez-Rodríguez, Palmero, & Veja 2017).…”