Percepción del alumnado universitario respecto al modelo pedagógico de clase invertida

Abstract

Este artículo recoge una investigación enfocada a descubrir la percepción del alumnado universitario sobre determinadas ventajas atribuidas al modelo pedagógico de aula invertida. La recogida de datos se realizó a través de un cuestionario aplicado a dos grupos formados por alumnado matriculado en una misma asignatura. El análisis de datos partió del estudio de los estadísticos descriptivos. Para la comparativa entre los grupos se aplicó la prueba t de Student sobre sus puntuaciones medias. Los resultados apuntan a que el alumnado percibe ventajas en el plano didáctico asociadas al modelo pedagógico de aula invertida.

Flipped classroom for teaching digestive system to high school students: Performance, perception and inquiry competence level

“…This aspect of the inverted model, already cited by other authors (Aljaraideh, 2019;González-Gómez et al, 2017;Jeong et al, 2018;Torío, 2019), allowed students to visualise the content provided by the teacher as often as they wanted, contributing to increasing their conceptual understanding and allowing each student to work at their own pace, better organising their time and preparing classes in a more active way. Other advantages highlighted by our high school students, and which are also reflected in similar studies (Ismail & Abdulla, 2019;Martín & Santiago, 2015;Mason et al, 2013;Moraros, Islam, Yu, Banow & Schindelka, 2015;Roach, 2014;Sánchez-Rivas, Sánchez-Rodríguez & Ruiz-Palmero, 2019), were the greatest dedication of time in the classroom to carry out inquiry activities or practical research (n = 20; 76.9%), the greater ability of the teacher to take into account the strengths, weaknesses and interests of each of the students (n = 17; 65.4%), that interactions with the teacher and with their classmates had been more frequent and positive (n=16; 61.5%) and an increase in the student's motivation towards the subject and study (n = 14; 53.8%).…”

“…Due to their previous study, students are much better prepared to actively participate in the class by answering questions or solving the problems raised (Prieto, 2017). It is therefore not surprising that there are more and more studies demonstrating a high degree of satisfaction in students who work and learn with this new teaching methodology (González-Gómez et al, 2017;Gopalan, 2019;Jeong et al, 2018;Long, Logan & Waugh, 2016;Romero-García, Buzón-García & Touron, 2018;Sánchez-Rivas et al, 2019). However, most of these studies have been carried out in university contexts, where it seems clear that the inverted model fits perfectly.…”

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

“…On a pedagogical level, flipped learning (called inverted learning in Spanish [8]) consists of "flipping" traditional learning situations [9]. In this way, when students are outside schools, they can learn theoretical content through information and communication technologies (ICT), either by viewing explanatory videos or working with didactic applications, among other actions [10][11][12][13].…”

Recursos de la web 2.0 aplicados en el aula invertida en apoyo del proceso de formación profesional del psicólogo

“…Además de un estudio más controlado, bajo la perspectiva cuasi experimental, será provechoso combinar con un estudio longitudinal para evaluar, si el aprendizaje se aplica en contenidos a revisar en asignaturas de semestres posteriores. Otra forma de confirmar la eficiencia del método descrito sería aplicar un grupo control y otro experimental, como ya lo hizo en este tema de Aula invertida Enrique Sánchez y sus colaboradores (Sánchez, R. E., Sánchez, R. J. & Ruíz, 2019).…”