Reformulación de los roles del docente y del discente en la educación. El caso práctico del modelo de la Flipped Classroom en la universidad

Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

“…It is also reflected that, according to students, the type of teaching experienced with FC was individualized and respected their own learning paces [29,30,38,51,60,78,87]. Similarly, this pedagogical model potentiates the responsibility and autonomy of the students toward the learning process [49], with the classroom being the place where the meaning of learning resides and where they ask the teacher for help, who acts as a mediator between the student and the content [35,68,79].…”

“…Therefore, in this learning model, students leave their eminently passive role and assume a mainly active role [65]. In this sense, their new leading and active role in the implementation of FC is an element that has been widely studied by different authors, who highlight a strong component of the responsibility, motivation and participation of the students in their learning experiences, through which they learn to learn [28,35,57,62,[66][67][68]. However, these active pedagogies are not always welcomed by the students, who point out their lack of inclination for active learning and performing tasks outside of the classroom, admitting that they are not used to taking control of their own learning [31,35,39,69].…”

“…Furthermore, some studies show that the implementation of this model can have limitations as a consequence of the change of roles experienced by educators. Regarding the role of the teacher, this is crucial in the FC model, since he/she is no longer «a sage on the stage» but a «guide on the side» [29,42], thereby becoming a mediator between the knowledge and the student [68,75,79]. The teachers assume an active but cooperative role during the entire teaching process by providing counseling, guidance, scaffolding and feedback to the students and trying to satisfy the needs of the latter [28,79,80].…”

“…The teachers assume an active but cooperative role during the entire teaching process by providing counseling, guidance, scaffolding and feedback to the students and trying to satisfy the needs of the latter [28,79,80]. To sum up, teachers quit individual leadership to adopt the role of transformational leaders [68]. Therefore, FC poses a new idea of the teaching role [80].…”

Propuesta Educativa Invertida en La Formación De Futuros Profesores en Educación Física

“…Este modelo requiere de cuatro pilares para su implementación, a saber: ambientes flexibles (ubicuo) a través del uso de recursos digitales; centrarse en el estudiante y el aprendizaje; contendido intencional a partir del diseño de las temáticas y tareas; docente facilitador y guía de todo el proceso a través de una evaluación formativa (Basso-Aránguiz et al, 2018). Es preciso destacar que este modelo invertido es flexible y dinámico, puesto que el profesor deberá adaptar las estrategias y recursos acorde al cada grupo de estudiantes (SIMON et al, 2018). Asimismo, las redes sociales y los videos se destacan como parte de los recursos utilizados por docentes que implementan el modelo de clase invertida (Blasco, Lorenzo y Sarsa, 2016;Blasco Serrano et al, 2018) Dar vuelta la clase implica el diseño de experiencias basadas en la interacción social y en la participación activa en entornos complejos (Gros, 2015).…”