Implicación de los estudiantes en el modelo Flipped Classroom aplicado en el aprendizaje en línea

Autores/as

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.

Descargas

Los datos de descarga aún no están disponibles.

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.

Referencias

Bardin, L. (2011). Análise de Conteúdo. Edições 70.

Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142.

Bishop, J., & Verleger, M. (2013). The flipped classroom: A survey of the research. [Conference session]. 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://doi.org/10.18260/1-2--22585

Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819 https://doi.org/10.1016/j.compedu.2020.103819

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 2019(1), 1–14. http://doi.org/10.5334/jime.528

Creswell, J.W., & Clark, V.L. P. (2013). Pesquisa de métodos mistos. Penso.

Eccles, J. (2016). Engagement: Where to next? Learning and Instruction, 43, 71–75. https://doi.org/10.1016/j.learninstruc.2016.02.003.

Fauzi, S. H. M., & Hussain, R. M. R. (2016). Designing instruction for active and reflective learners in the flipped classroom. Malaysian Journal of Learning and Instruction, 13(2), 147–173. https://doi.org/10.32890/mjli2016.13.2.6

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.

Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505

King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26–38. https://doi.org/chqz

Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16–31. https://doi.org/10.1016/j.compedu.2015.08.017.

Lai, H. M., Hsieh, P. J., Uden, L., &Yang, C.H. (2021). A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms. Computers & Education, 175, 104318 https://doi.org/10.1016/j.compedu.2021.104318.

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1–22.

https://doi.org/10.1186/s41039-016-0044-2.

Lo, C. K., & Hew, K. F. (2021). Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 37(1), 142–157. https://doi.org/10.1111/jcal.12474

Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659

O’Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C., & Winning, T. (2015). Corrigendum to “the use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.05.001.

Olakanmi, E. E. (2017). The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal of Science Education and Technology, 26(1), 127–137. https://doi.org/10.1007/s10956-016-9657-x.

Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x

Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. https://doi.org/chq3

Riordan, T., Millard, D. E., & Schulz, J. B. (2016). How should we measure online learning activity? Research in Learning Technology, 24. https://doi.org/10.3402/rlt.v24.30088.

Ribeirinha, T., & Silva, B. (2021). The flipped classroom model potential in online learning: an assessment focused on pedagogical interactions. Publicaciones, 51(3), 295-345. https://doi.org/10.30827/publicaciones.v51i3.18076

Ribeirinha, T., Alves, R., & Silva Duarte, B. (2022). Análise comparativa do modelo Sala de Aula Invertida no contexto presencial e on-line. Revista Conhecimento Online, 2, 21–48. https://doi.org/10.25112/rco.v2.3004

Ruiz, R. D., (2021). Peirats Chacón, J., y Marín Suelves, D. (2020). Estrategias didácticas digitales: Encuentros entre la investigación y la práctica. Calambur. Revista Latinoamericana De Tecnología Educativa-RELATEC, 20(1), 103-104. https://relatec.unex.es/article/view/3975

Rumberger, R. W., & Rotermun, S. (2012). The relationship between engagement and high school dropout. In S. L. Christenson, A. L.

Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 491–513). Springer.

Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1), 1-28. https://doi.org/10.1186/s41239-017-0063-0

Van Alten D.C.D., Phielix, C., Janssen, J., & Kester L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281, 1-18. https://doi.org/10.1016/j.edurev.2019.05.003

Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-Based online discussion learning. Computers & Education, 157, 103956. https://doi.org/10.1016/j.compedu.2020.103956

Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34(6), 451-480. https://doi.org/10.1007/s11251-006-0004-0

Publicado

2024-01-03

Número

Sección

Artículos / Articles

Cómo citar

Implicación de los estudiantes en el modelo Flipped Classroom aplicado en el aprendizaje en línea. (2024). Revista Latinoamericana De Tecnología Educativa - RELATEC, 23(1), 43-59. https://doi.org/10.17398/1695-288X.23.1.43

Artículos más leídos del mismo autor/a

1 2 3 4 5 6 7 8 9 10 > >>