Publication: El desarrollo del modelo flipped classroom en la
universidad: impacto de su implementación desde la voz
del estudiantado
Authors
Arco Bravo, Isabel del ; Flores i Alarcia, Òscar ; Silva García, Patricia
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.37.2.327831
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info:eu-repo/semantics/article
Description
Abstract
El progreso del mundo digital ha generado un cambio radical en la manera de acceder y
transmitir el conocimiento. El aprendizaje ha dejado de ser una actividad interna e individual para
pasar a ser una actividad colectiva y en red. Este artículo describe los resultados de un estudio
cuantitativo que tuvo como objetivo analizar las percepciones y valoraciones de estudiantes de la
Universidad de Lleida en relación con la implementación del modelo flipped classroom. Se aplicó
un cuestionario diseñado ad hoc. Los datos se recogieron de manera longitudinal durante dos
cursos académicos, 2015-2016 y 2016-2017. La muestra del estudio fue de 259 participantes.
Los resultados muestran que mejoró la experiencia de aprendizaje y su efectividad, siendo los
resultados más positivos en los estudiantes de mayor edad. De entre las conclusiones destaca-
mos que este modelo genera una mayor motivación entre los estudiantes, pero al mismo tiempo
mayores niveles de corresponsabilidad y compromiso en estudiantado y profesorado.
The progress in the digital world has generated a radical change in the way to access and transmit knowledge. The learning process is no more an internal and individual activity; nowadays is a collective activity in the network. This article describes the results of a quanti- tative study which purpose was to analyse the students’ perceptions and valuations regarding the implementations of the flipped classroom model. An ad hoc questionnaire was designed. Data were collected longitudinally during two academic years, 2015-2016 and 2016-2017. The sample of the study was 259 participants. Results show that in general learning experience and its effectivity improve, being the most positive results in the older students. Among the conclusions we highlight that the model improves students’ motivation but it requires high levels of responsibility and commitment in both students and teachers.
The progress in the digital world has generated a radical change in the way to access and transmit knowledge. The learning process is no more an internal and individual activity; nowadays is a collective activity in the network. This article describes the results of a quanti- tative study which purpose was to analyse the students’ perceptions and valuations regarding the implementations of the flipped classroom model. An ad hoc questionnaire was designed. Data were collected longitudinally during two academic years, 2015-2016 and 2016-2017. The sample of the study was 259 participants. Results show that in general learning experience and its effectivity improve, being the most positive results in the older students. Among the conclusions we highlight that the model improves students’ motivation but it requires high levels of responsibility and commitment in both students and teachers.
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