Flipped Learning y su distribución de los tiempos de aprendizaje: Una experiencia en educación secundaria
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Flipped Learning
learning analytics
time
mathematics
active methodologies Flipped Learning
analítica del aprendizaje
tiempo
matemáticas
metodologías activas

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Palau, R., & Fornons, V. (2022). Flipped Learning y su distribución de los tiempos de aprendizaje: Una experiencia en educación secundaria: [Flipped Learning and its learning times distribution: An experience in secondary education]. Pixel-Bit. Revista De Medios Y Educación, 64, 235–264. https://doi.org/10.12795/pixelbit.92948

Resumen

El modelo Flipped Learning (FL) transfiere determinados procesos de aprendizaje fuera del aula y utiliza el tiempo de clase para realizar un aprendizaje activo con los alumnos. El objetivo de esta investigación consiste, por un lado, en cuantificar el tiempo que los alumnos destinan a actividades, discriminado cuáles son de aprendizaje activo y pasivo, en clase o en casa. Y por otro, comparar su variación con respecto a la utilización del FL o de una metodología pedagógica tradicional. La metodología utilizada en la investigación ha sido cuantitativa con un diseño cuasi experimental con un grupo control y otro experimental. La obtención de los datos fue mediante un registro del tiempo dedicado a actividades de aprendizaje activo y pasivo en clase por parte del profesor y en casa por parte de los alumnos, en cada uno de los dos grupos. Los resultados del estudio indican que la utilización del FL provoca un incremento de un 155,25% del tiempo de clase dedicado a actividades de aprendizaje activo; y que los alumnos dedican un 35,30% más de tiempo a actividades académicas en casa en comparación con la utilización de una metodología pedagógica tradicional.    

https://doi.org/10.12795/pixelbit.92948
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