Percepción de los estudiantes al ‘invertir la clase’ mediante el uso de redes sociales y sistemas de respuesta inmediata

Blasco-Serrano, Ana Cristina; Lacruz, Juan Lorenzo; Sarsa, Javier

doi:10.6018/red/57/6

Cited by 21 publications

(13 citation statements)

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“…Students value new teaching methods very positively [43][44][45]. This is demonstrated, for example, by the works of Barba et al [46] or Pegalajar and Colmenero [47] that have focused on investigating the impact of cooperative learning, those of Angelini and García-Carbonell [48] or Blasco-Serrano et al (2018) [49] who have investigated simulation, gamification and flipped-classroom strategies; or that of Cózar et al [50], who have investigated the assessment that future teachers make about the use of virtual reality in the teaching of history.…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 98%

“…However, at present, this trend seems to be reducing, as research begins to show the absence of a relationship between gender and the degree of acceptance of technologies [49,57]. References should be numbered in order of appearance and indicated by a numeral or numerals in square brackets, e.g., [1] or [2,3], or [4][5][6].…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

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Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 98%

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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“…A partir de un clima basado en el respeto, en el diálogo y el debate, la orientación de las docentes ha resultado fundamental para que los propios niños puedan tomar sus decisiones sobre qué estrategias y recursos son más convenientes para llegar a comprender y resolver dichas actividades. En los escenarios donde las docentes estaban motivadas por acompañar a su alumnado, los niños progresan en mayor grado hacia una metacognición explícita y hacia una consideración del error como fuente de aprendizaje; median entre ellos, a partir del intercambio de sus perspectivas, a partir del diálogo, en consideración con las creencias, valores y opiniones de los demás, especialmente cuando éstas son diferentes de las propias (Blasco-Serrano, Lorenzo, y Sarsa, 2018;Cabero, Piñero, y Reyes, 2018;Sánchez, García, Rosales, De Sixte, y Castellano, 2008).…”

Section: Discusión De Resultadosunclassified

Claves de la mediación para el desarrollo de la comprensión lectora.Un estudio cualitativo en aulas de 4º de educación primaria//Mediation in the development of reading comprehension. A qualitative study in primary education

Blasco-Serrano

Pérez²,

Laparte³

2019

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RESUMENDesde una perspectiva socioconstructivista y de acuerdo al modelo PASS, la mediación es una estrategia fundamental para el desarrollo de la lectura. Esta investigación indaga sus claves para favorecer la comprensión lectora en aulas de 4º de educación primaria. Se utiliza un estudio de caso múltiple, de tipo evaluativo, en tres contextos escolares diferenciados. Los datos se recogen a través de la observación participante, las entrevistas a las maestras, los grupos de discusión y microrrelatos a los niños. El análisis cualitativo se lleva a cabo desde el momento inicial de registro con el método comparativo constante. Los resultados vertebran la mediación para favorecer la comprensión lectora desde tres macrocategorías: la sensibilidad de los miembros de la comunidad educativa, las dinámicas organizativas marcadas por la colaboración y participación regulada, así como la argumentación basada en el debate y el diálogo para la metacognición explícita. Las relaciones entre las distintas categorías y los diferentes contextos marcan matices de interés en el desarrollo de los procesos de mediación, que resaltan el rol modulador de la cultura docente en el potencial de las claves obtenidas. Los resúmenes de trabajos empíricos deben seguir esta estructura.ABSTRACT From a socioconstructivist perspective and according to the PASS model, mediation is a key strategy for reading development. This research explores how to promote reading comprehension in 4th grade primary education students. A multiple case study design, in an evaluative way, is used in three different school contexts. The data presented were obtained through participant observation, interviews with teachers, groups of discussion, and children’s micro-stories. The qualitative analysis is carried out with the constant comparative method. The results show that mediation improves reading comprehension from three macro-categories: the sensitivity of the educational community, the organizational dynamics indicated by the collaboration and regulated participation, and the argumentation based on the debate and the dialogue for the explicit metacognition. The relationship between the different categories and contexts show nuances of interest in the development of the mediation processes, which highlight the modulating role of the teaching culture in the potential of the key issues obtained. The relation between different categories and contexts indicate the interest in the mediation process development, as well as highlighting the role of teaching culture in the potential of the obtained keys points.

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“…However, it must be recognized that other technologies are increasingly being incorporated into this teaching strategy, such as augmented reality (Sánchez-García & Toledo-Morales, 2017), social networks (Blasco-Serrano et al, 2018), or gamification (Gómez-Carrasco et al, 2019).…”

Section: Teaching-learning and The Importance Of Materials In Flipped Classroommentioning

confidence: 99%

Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

et al. 2021

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Percepción de los estudiantes al ‘invertir la clase’ mediante el uso de redes sociales y sistemas de respuesta inmediata

Cited by 21 publications

References 0 publications

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Claves de la mediación para el desarrollo de la comprensión lectora.Un estudio cualitativo en aulas de 4º de educación primaria//Mediation in the development of reading comprehension. A qualitative study in primary education

Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

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