Publication: Competencias transversales y aula invertida en Educación Superior
Authors
Martínez-Clares, Pilar ; Pérez Cusó, Francisco Javier ; González-Morga, Natalia ; González-Lorente, Cristina
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.622951
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info:eu-repo/semantics/article
Description
Abstract
La creciente demanda de competencias transversales entre los egresados universitarios en la realidad laboral exige de un replanteamiento pausado sobre cómo se enseña y qué se aprende en la educación superior. La finalidad de este trabajo es analizar el impacto y mejora que puede tener el aula invertida como metodología activa para la adquisición de un conjunto de competencias transversales. Se realiza desde un diseño descriptivo, de carácter cuantitativo cuasiexperimental al recoger información de un grupo de estudiantes de modo previo (n=270) y posterior (n=209) al desarrollo de esta metodología activa mediante dos cuestionarios diseñados ad hoc. El análisis de resultados muestra un incremento en la valoración que realiza el alumnado respecto a la adquisición de las competencias propuestas. Las diferencias por género y asignatura son significativas en ambos casos, con un mayor umbral de aprendizaje por parte de las mujeres y entre los estudiantes de la asignatura q
The increased demand of sift skills among university graduates today requires a reevaluation or careful debate on how teaching and learning are conducted in these higher education institutions. The aim of this study is to analyze the impact of implementingthe flipped classroom as an active methodology in universities for acquiring a set of soft skills. This is conducted using a descriptive, quantitative quasi-experimental design, collecting information from a group of students before (n=270) and after (n=209) the development of this active methodology through two ad hocquestionnaires. The results show a valid and reliable measurement scale for analyzing soft skills following the application of flipped classroom teaching. Additionally, in both descriptive and inferential analyses, there is an observed increase in students' ratings regarding the acquisition of the proposed skills. Gender and subject differences are significant in both cases, with a higher learning threshold among women and among students in the subject taught in the third year. These findings provide interesting evidence for further advancing the real impact of active methodologies in university classrooms and their close link to the development of students' transversal skills
The increased demand of sift skills among university graduates today requires a reevaluation or careful debate on how teaching and learning are conducted in these higher education institutions. The aim of this study is to analyze the impact of implementingthe flipped classroom as an active methodology in universities for acquiring a set of soft skills. This is conducted using a descriptive, quantitative quasi-experimental design, collecting information from a group of students before (n=270) and after (n=209) the development of this active methodology through two ad hocquestionnaires. The results show a valid and reliable measurement scale for analyzing soft skills following the application of flipped classroom teaching. Additionally, in both descriptive and inferential analyses, there is an observed increase in students' ratings regarding the acquisition of the proposed skills. Gender and subject differences are significant in both cases, with a higher learning threshold among women and among students in the subject taught in the third year. These findings provide interesting evidence for further advancing the real impact of active methodologies in university classrooms and their close link to the development of students' transversal skills
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Citation
REIFOP, Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 28, N. 1, 2025
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