O envolvimento do aluno no modelo Flipped Classroom implementado na aprendizagem online

Teresa Ribeirinha; Bento Silva

doi:10.17398/1695-288X.23.1.43

Autores/as

Teresa Ribeirinha Escola Superior de Educação de Santarém. Politécnico de Santarem (Portugal) https://orcid.org/0000-0002-5678-3476
Bento Silva Escola Superior de Educação de Santarém. Politécnico de Santarem (Portugal) https://orcid.org/0000-0001-5394-5620

DOI:

https://doi.org/10.17398/1695-288X.23.1.43

Resumen

El compromiso de los estudiantes es un factor determinante en el éxito académico de los estudiantes, y es particularmente importante en el aprendizaje en línea. Este estudio tuvo como objetivo analizar el compromiso cognitivo, afectivo y conductual de los estudiantes en una propuesta pedagógica basada en el modelo Flipped Classroom, con estudiantes portugueses de secundaria. El estudio realizado durante la pandemia COVID-19 combinó clases asíncronas y síncronas divididas en episodios de aprendizaje (Resumen, Cuestionario y Salas). Utilizando métodos mixtos, se analizaron los discursos, los comportamientos, las percepciones de la experiencia y el rendimiento académico de los alumnos. Los resultados mostraron que la propuesta impulsó un alto nivel de compromiso conductual de los estudiantes expresado por los indicadores realización de tareas, interacción con los compañeros y participación. Los estudiantes mostraron mayores niveles de compromiso cognitivo en los episodios de las Salas porque propiciaban la interacción con los compañeros, la explicación de conocimientos y la reflexión facilitada por la interacción con el profesor. La satisfacción fue el indicador más destacado de la implicación afectiva de los alumnos. Este estudio contribuye a una mejor comprensión de los factores que influyen en la implicación de los estudiantes en el modelo Flipped Classroom, presentando implicaciones prácticas para mejorarla en el aprendizaje online.

Biografía del autor/a

Teresa Ribeirinha, Escola Superior de Educação de Santarém. Politécnico de Santarem (Portugal)

Professora do Ensino Básico e Secundário. Estudante de doutoramento em Ciências da Educação - Tecnologia Educativa na Universidade do Minho, Braga- Portugal.
Membro do Centro de Investigação em Educação do Instituto de Educação da Universidade do Minho.
Bento Silva, Escola Superior de Educação de Santarém. Politécnico de Santarem (Portugal)

Professor Catedrático, Investigador do Centro de Investigação em Educação da Universidade do Minho, Presidente da Associação Científica Internacional de Psicopedagogia, com sede na Universidade da Corunha (Galiza/Espanha). Desenvolve atividades de pesquisa e orientação nos Programas de Pós-Graduação em Tecnologia Educativa do Instituto de Educação da Universidade do Minho. Interesses de investigação na concepção, desenvolvimento e avaliação de estratégias para a integração das Tecnologias Digitais de Informação e Comunicação na Educação.

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