Flipped Learning y su distribución de los tiempos de aprendizaje: Una experiencia en educación secundaria
PDF (Español/English)
HTML

Métricas alternativas

Palabras clave

Flipped Learning
learning analytics
time
mathematics
active methodologies Flipped Learning
analítica del aprendizaje
tiempo
matemáticas
metodologías activas

Cómo citar

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
PDF (Español/English)
HTML

Citas

Amstelveen, R. (2018). Flipping a college mathematics classroom: An action research project. Education and Information Technologies, 24(2), 1337–1350. https://doi.org/10.1007/s10639-018-9834-z

Arán, M. A., & Ortega, M. L. (2012). Enfoques de aprendizaje y hábitos de estudio en estudiantes universitarios de primer año de tres carreras de la Universidad Mayor Temuco, Chile 2011. Hekademos: Revista Educativa Digital, 11, 37–46. http://dialnet.unirioja.es/descarga/articulo/4059756.pdf%5Cnhttp://dialnet.unirioja.es/servlet/extart?codigo=4059756

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency inactive learning classrooms. Computers & Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006

Barrado, C., Bofill, P., & Cerio, L. (2001). Siete experiencias de aprendizaje activo. 1–20. http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Siete+Experiencias+de+Aprendizaje+Activo#0

Basal, A. (2015). The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish Online Journal of Distance Education, October, 28–37. https://files.eric.ed.gov/fulltext/EJ1092800.pdf

Beard, A. (2019). Otras formas de aprender. Plataforma Editorial.

Belmonte, J. L., Cabrera, A. F., Núñez, J. A. L., & Sánchez, S. P. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(1226), 1–14. https://doi.org/10.3390/MATH7121226

Bergmann, J., & Sams, A. (2014). Flipped learning: Ga-teway to student engagement. International Society for Technology in Education.

Campillay, S., & Meléndez, N. (2015). Analysis of impact of methodology activates and heuristic learning in subjects of engineering. Actualidades Investigativas En Educación, 15, 1–16. http://www.scielo.sa.cr/scielo.php?pid=S1409-47032015000200014&script=sci_arttext

Chang, S. C., & Hwang, G. J. (2018). Impact of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226–239. https://doi.org/10.1016/j.compedu.2018.06.007

Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272

Chou, C. P., Chen, K. W., & Hung, C. J. (2021). A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning. Frontiers in Psychology, 4181. https://doi.org/10.3389/fpsyg.2021.753463

Clark, R. M., & Kaw, A. K. (2019). Benefits of adaptive lessons for pre-class preparation in a flipped numerical methods course. International Journal of Mathematical Education in Science and Technology, 51(5), 1–17. https://doi.org/10.1080/0020739X.2019.1617439

Cross, K. P. (1987). Teaching for better learning. Medical Teacher, 2(6), 265–266. https://doi.org/10.3109/01421598009072176

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. https://doi.org/10.1007/s11423-013-9305-6

De la Fuente Arias, J., Vera Martínez, M. M., & Cardelle-Elawar, M. (2017). Aportaciones de la Psicología de la Innovación y del Emprendimiento a la Educación, en la Sociedad del Conocimiento. Electronic Journal of Research in Education Psychology, 10(28). https://doi.org/10.25115/ejrep.v10i28.1544

Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra. DM Review, 9891, 85–97. https://doi.org/10.1007/978-3-319-45153-4_7

Feyen, J. (2020). Shall COVID-19 accelerate the transfer of passive learning to active education? Maskana, 11(1), 1–4. https://doi.org/10.18537/mskn.11.01.00

Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726

Ford, P. (2015). Flipping a Math Content Course for Pre-Service Elementary School Teachers. Primus, 25(4), 369–380. https://doi.org/10.1080/10511970.2014.981902

Fornons, V., & Palau, R. (2020). La metodologia Flipped Classroom en la adquisición de la competencia clave aprender a aprender en D. Cobos-Sanchiz, E. López-Meneses, L. Molina-García, A. Jaén-Martínez y A.H. Martín-Padilla (Ed.), Claves para la innovación pedagógica ante los nuevos retos: respuestas en la vanguardia de la práctica educativa (pp. 809-819). Octaedro.

Fornons, V., Palau, R., & Santiago, R. (2021). Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom. Journal of Technology and Science Education, 11(2), 227-244. https://doi.org/10.3926/jotse.1092

Fornons, V., & Palau, R. (2021). Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática. Education in the Knowledge Society (EKS), 22, e24409. https://doi.org/10.14201/eks.24409

Fredriksen, H., Hadjerrouit, S., Monaghan, J., & Rensaa, R. (2018). Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach. http://cerme10.org/

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Fung, C. H. (2020). How Does Flipping Classroom Foster the STEM Education: A Case Study of the FPD Model. Technology, Knowledge and Learning, 30(14), 1945–1969. https://doi.org/10.1007/s10758-020-09443-9

García Peñalvo, F. J., Fidalgo Blanco, Á., Sein Echaluce, M. L., & Sánchez Canales, M. (2019). Active Peer-Based Flip Teaching. 1–16. https://doi.org/10.4018/978-1-5225-8142-0.ch001

George, D., Dixon, S., Stansal, E., Gelb, S. L., & Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706–715. https://doi.org/10.3200/JACH.56.6.706-715

Ghilay, Y., & Ghilay, R. (2015). TBAL: Technology-Based Active Learning in Higher Education. Journal of Education and Learning, 4(4), 10–18. https://doi.org/10.5539/jel.v4n4p10

Gómez-Poyato, M. J., Aguilar-Latorre, A., Martínez-Pecharromán, M. M., Magallón-Botaya, R., & Oliván-Blázquez, B. (2019). Flipped classroom and role-playing as active learning methods in the social work degree: randomized experimental study. Social Work Education, 1–14. https://doi.org/10.1080/02615479.2019.1693532

Gordijn, J., Oosterhout, A., & Dijkstra, W. (2017). Innovation Mathematics Project, Blended Education in Practice: a Case Study At Delft University of Technology. EDULEARN17 Proceedings, 1, 9940–9950. https://doi.org/10.21125/edulearn.2017.0881

Gough, E., Dejong, D., Grundmeyer, T., & Baron, M. (2017). K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning. Journal of Educational Technology Systems, 45(3), 390–423. https://doi.org/10.1177/0047239516658444

Gouia, R., & Gunn, C. (2016). Making mathematics meaningful for freshmen students: investigating students’ preferences of pre-class videos. Research and Practice in Technology Enhanced Learning, 2. https://doi.org/10.1186/s41039-015-0026-9

Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping undergraduate finite mathematics: Findings and implications. Primus, 25(9), 814–832. https://doi.org/10.1080/10511970.2015.1046003

Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance, and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education, 23(1). https://doi.org/10.1080/10691898.2015.11889723

Haidet, P., Morgan, R. O., O’Malley, K., Moran, B. J., & Richards, B. F. (2004). A controlled trial of active versus passive learning strategies in a large group setting. Advances in Health Sciences Education, 9(1), 15–27. https://doi.org/10.1023/B:AHSE.0000012213.62043.45

Hendrickson, P. (2019). Effect of Active Learning Techniques on Student Excitement, Interest, and Self-Efficacy. Journal of Political Science Education, 1–15. https://doi.org/10.1080/15512169.2019.1629946

Heuett, W. J. (2017). Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience. Primus, 27(10), 889–907. https://doi.org/10.1080/10511970.2016.1256925

Hodgson, T. R., Cunningham, A., McGee, D., Kinne, L., & Murphy, T. J. (2017). Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors. International Journal of Education in Mathematics, Science and Technology, 5(4), 248–261. https://doi.org/10.18404/ijemst.296538

Hwang, G. J., Yin, C., & Chu, H. C. (2019). The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems. Interactive Learning Environments, 27(8), 991–994. https://doi.org/10.1080/10494820.2019.1667150

Jordán, C., Magreñán, Á. A., & Orcos, L. (2019). Considerations about flip education in the teaching of advanced mathematics. Education Sciences, 9(3), 1–10. https://doi.org/10.3390/educsci9030227

Karampa, V., & Paraskeva, F. (2018). A motivational design of a flipped classroom on collaborative programming and STEAM. Communications in Computer and Information Science, 870, 226–238. https://doi.org/10.1007/978-3-319-95522-3_19

Keyser, M. W. (2000). Active Learning and Cooperative Learning: Understanding the Difference and Using Both Styles Effectively. Research Startegies, 17(1), 35–40.

Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: An experience in a level one statistics unit. Journal of University Teaching and Learning Practice, 15(3). https://ro.uow.edu.au/jutlp/vol15/iss3/3

Kropp, F., Lindsay, N. J., & Hancock, G. (2011). Cultural context as a moderator of private entrepreneurship investment behaviour. Handbook of Research on New Venture Creation, 253–279. https://doi.org/10.4337/9780857933065.00022

Li, R., Lund, A., & Nordsteien, A. (2021). The link between flipped and active learning: a scoping review. Teaching in Higher Education, 0(0), 1–35. https://doi.org/10.1080/13562517.2021.1943655

Lopes, A. P., & Soares, F. (2017). What Do Students of a Higher Education Institution Think About Flipped Learning. EDULEARN17 Proceedings, 2759–2766. https://doi.org/10.21125/edulearn.2017.1582

Maquilón, J., Sanchez, M., & Cuesta, J. (2016). Enseñar y aprender en las aulas de educación primaria. Revista Electronica de Investigacion Educativa, 18(2), 144–155.

Namaziandost, E., & Çakmak, F. (2020) An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Educ Inf Technol 25, 4041–4055. https://doi.org/10.1007/s10639-020-10167-7

McCombs, B. L. (2001). What do we know about learners and learning? The learner centered framework: Bringing the educational system into balance. Educational Horizons, 79(4), 182–193.

McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: Not just surface gains. Advances in Physiology Education, 40(1), 47–55. https://doi.org/10.1152/advan.00098.2015

Michel, N., Cater III, J. J., & Varela, O. (2009). Active Versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes. Human Resource Development Quarterly, 20(4), 397–418. https://doi.org/https://doi.org/10.1002/hrdq.20025

Mora, J. C., & Kennedy, K. J. (2019). Schools and informal learning in a knowledge-based world. In R. C. Schank (Ed.), Schools and Informal Learning in a Knowledge-Based World (pp. 1–218). Routledge. https://doi.org/10.4324/9780429022616

Nazarenko, A. L. (2015). Blended Learning vs Traditional Learning: What Works? (A Case Study Research). Procedia - Social and Behavioral Sciences, 200(October), 77–82. https://doi.org/10.1016/j.sbspro.2015.08.018

Nihlawi, R., El-Baz, H., & Gunn, C. (2017). Looking Into the Impact of Flipped Learning Pedagogy on Students’ Perceived Learning Experience in Undergraduate Mathematics Courses. ICERI2017 Proceedings, 5809–5819. https://doi.org/10.21125/iceri.2017.1521

Novak, J., Kensington-Miller, B., & Evans, T. (2016). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48(5), 647–658. https://doi.org/10.1080/0020739X.2016.1267810

Ogden, L. (2015). Student perceptions of the flipped classroom in college Algebra. Primus, 25(9), 782–791. https://doi.org/10.1080/10511970.2015.1054011

Palau, R., Fuentes, M., Mogas, J., & Cebrián, G. (2021). Analysis of the implementation of teaching and learning processes at Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education, 30(1), 183-199. https://doi.org/10.1080/1475939X.2020.1863855

Palau, R., & Santiago, R. (2021). Las metodologías activas enriquecidas con tecnología. Revista de Ciències de l'Educació, 5-16. https://doi.org/10.17345/ute.2021.1.3269

Parlamento Europeo, P. (2018). Modernización de la educación en la Unión Resolución. https://www.europarl.europa.eu/doceo/document/TA-8-2018-0247_ES.pdf

Pérez, A. E. R. (2016). Tiempo de aprender: El aprovechamiento de los periodos en el aula. Revista Mexicana de Investigación Educativa, 21(69), 611–639.

Prieto, A. (2017). Profesor 3.0: Flipped classroom ¿Cuáles son sus ventajas? ¿Cuál es su origen y su evolución posterior? ¿Por qué no es una moda más? ¿Por qué mejora el aprendizaje? ¿Por qué deberías leer sobre este modelo en este verano?

Puga, L. A., & Jaramillo, L. M. (2015). Metodología activa en la construcción del conocimiento matemático. Sophía: Colección de Filosofia de La Educación, 19(2), 291–314. https://doi.org/10.17163/soph.n19.2015.14

Quintana, J. maría. (2005). Crítica pedagógica de los sistemas educativos occidentales. Ensaio Avaliação e Políticas Públicas Em Educação, 13(46), 55–66. https://doi.org/http://dx.doi.org/10.1590/S0104-40362005000100004

Robinson, K. (2011). Out of our minds: The power of being Creativa. Capstone.

Santiago, R., & Bergmann, J. (2018). Aprender al revés (Issue October). Ediciones Paidós.

Sarawagi, N. (2014). a Flipped Cs0 Classroom : Applying Bloom ’ S. Journal of Computing Sciences in Colleges, 29(6), 21–28.

Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70–84. https://doi.org/10.1177/1356336X19826603

Sein-Echaluce, M. L., Fidalgo Blanco, Á., García Peñalvo, F. J., García Peñalvo, F. J., & García Peñalvo, F. J. (2017). Trabajo en equipo y Flip Teaching para mejorar el aprendizaje activo del alumnado - [Peer to Peer Flip Teaching]. La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación y Competitividad, 2008(Cinaic), 1–6. https://doi.org/10.26754/CINAIC.2017.000001_129

Silberman, M. L. (2005). Aprendizaje activo: 101 estrategias para enseñar cualquier materia.

Song, Y., & Kapur, M. (2017). How to Flip the Classroom – “ Productive Failure or Traditional Flipped Classroom ” Pedagogical Design ? Journal of Educational Technology & Society, 20(1), 292–305. https://www.jstor.org/stable/jeductechsoci.20.1.292?seq=1

Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481

Sun, Z., & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100731. https://doi.org/10.1016/j.iheduc.2020.100731

Sun, Z., Xie, K., & Anderman, L. H. (2017). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36, 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003

Toor, A., & Mgombelo, J. (2018). Math centers : A pedagogical tool for student engagement in intermediate math class. https://hal.archives-ouvertes.fr/hal-01949020

Triantafyllou, E., & Timcenko, O. (2014). Introducing a flipped classroom for a statistics course: A case study. Proceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering, EAEEIE 2014, 5–8. https://doi.org/10.1109/EAEEIE.2014.6879373

W. Johnson, D., & T. Johnson, R. (2018). Cooperative Learning: The Foundation for Active Learning. Active Learning - Beyond the Future. https://doi.org/10.5772/intechopen.81086

Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354–369. https://doi.org/10.1016/J.COMPEDU.2015.07.008

Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2015). Exploring Flipped Classroom Instruction in Calculus III. International Journal of Science and Mathematics Education, 15, 545–568. https://doi.org/10.1007/s10763-015-9704-8

Watson, W. R., Watson, S. L., Magar, S. T., & Tay, L. (2020). Comparing attitudinal learning of large enrolment active learning and lecture classes. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2019.1711440

Wright, S. E. (2015). Linear algebra and the experiences of a “flipper.” Primus, 25(8), 627–640. https://doi.org/10.1080/10511970.2015.1031304

Young, A. (2015). Flipping the calculus classroom: A cost-effective approach. Primus, 25(8), 713–723. https://doi.org/10.1080/10511970.2015.1031298

Zhang, S. L. (2019). Chinese-as-a-foreign-language learners’ use of self-regulated learning in flipped/blended learning environments - a descriptive study. Stud. Self Access Learn. J. 10, 181–204. https://doi.org/10.37237/100205

Zepeda, S., Abascal, R., & López, E. (2016). Integración de gamificación y aprendizaje activo en el aula. Ra Ximhai, 12(2016), 315–325. https://dialnet.unirioja.es/servlet/articulo?codigo=7933127

Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. Primus, 25(9), 847–860. https://doi.org/10.1080/10511970.2015.1031305

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Derechos de autor 2022 Pixel-Bit. Revista de Medios y Educación

Descargas

Los datos de descargas todavía no están disponibles.