Evaluación de la usabilidad de un recurso de Learning Analytics dedicado a la promoción de la Autorregulación del Aprendizaje en Flipped Classroom

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João Carlos Sedraz Silva Sedraz http://orcid.org/0000-0002-4082-9652 Fernando da Fonseca de Souza http://orcid.org/0000-0001-5303-6937 Jorge Luis Cavalcanti Ramos http://orcid.org/0000-0002-6099-6861 Rodrigo Lins Rodrigues http://orcid.org/0000-0002-3598-5204 Erik de Gouveia Zambom Aldo Cavalcanti

Resumen

La adopción de la metodología Flipped Classroom es una nueva tendencia en el campo educativo, con un número creciente de publicaciones que muestran impactos significativos en el comportamiento y el desempeño de los estudiantes. En esta metodología, el alumnado es estimulado a estudiar el contenido curricular antes de asistir al aula, que pasa a ser el lugar de aprender activamente, donde se concentran las discusiones, preguntas y actividades prácticas. En la Flipped Classroom, el desempeño del estudiante depende, principalmente, de las actividades fuera del aula a distancia. Esas actividades exigen una postura más activa del alumnado en la gestión de sus estudios y, en razón de ese requisito, investigaciones sobre Flipped Classroom apuntan a la necesidad del desarrollo de enfoques que promuevan la Autorregulación del Aprendizaje. En este sentido, el presente trabajo tuvo como objetivo evaluar la usabilidad de un recurso de Learning Analytics dedicado a la Autorregulación del Aprendizaje en Flipped Classroom. El método adoptado contempló la convergencia de múltiples fuentes de evidencia, con la triangulación de datos recolectados por medio del cuestionario SUS y de observación. Según la opinión de treinta y nueve usuarios que colaboraron con la investigación, incluso con algunas sugerencias de mejora, la usabilidad del recurso evaluado es satisfactoria y, además, el artefacto estimula la reflexión del estudiante, ofreciendo informaciones que favorecen los procesos autorregulatorios en la Flipped aula.

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