La efectividad del aula invertida en línea como estrategia didáctica a distancia para la educación superior, durante la cuarentena por COVID19: un estudio de caso
Barra lateral del artículo
Publicado:
jun 1, 2021
Cómo citar
Campos, L. E. (2021). La efectividad del aula invertida en línea como estrategia didáctica a distancia para la educación superior, durante la cuarentena por COVID19: un estudio de caso. Revista Panamericana De Comunicación, 3(1), 102–115. https://doi.org/10.21555/rpc.v0i1.2355
Descargas
Los datos de descargas todavía no están disponibles.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Contenido principal del artículo
Resumen
La cuarentena provocada por la pandemia de COVID19 de 2020 forzó a trasladar súbitamente la educación a un modelo a distancia en todo el mundo. Pronto se hicieron evidentes algunas deficiencias de este nuevo sistema: poca calidad de aprendizaje, dificultad para mantener la atención, excesiva carga de trabajo, cansancio físico. En este contexto, resulta importante identificar las mejores estrategias educativas que ayuden a mejorar la calidad de la educación a distancia y la experiencia de los estudiantes, lo que será de utilidad no sólo para la realidad inmediata sino para el futuro después de la crisis sanitaria. Esta investigación analiza la efectividad de la estrategia de aula invertida como alternativa didáctica para la educación a distancia durante la cuarentena, en el caso de dos materias de la Licenciatura en Comunicación. Tras una experiencia de un semestre siguiendo este modelo, los alumnos reportaron resultados positivos en la calidad de su aprendizaje, la percepción de su carga de trabajo, satisfacción por la materia, aumento de interés en la materia, entre otros indicadores.
Detalles del artículo
Palabras clave:
Citas
Aşıksoy, G., & Sorakin, A. (2018). The effects of clicker-aided flipped classroom model on learning achievement, physics anxiety and student’ perceptions. International Online Journal of Education and Teaching, 5(2), 334–346. Retrieved from https://doaj.org/article/06b7d717efd0466a84fe5a1ce2888414
Flipped Learning Network (2014). https://flippedlearning.org/definition-offlipped-learning/
Gasparini, S. (2020). Design and assessment of flipped instruction: A study of student learning and perceptions in higher education. Form@ reOpen Journal per la formazione in rete, 20(1), 220-236.
Gaughan, J. E. (2014). The flipped classroom in World History. The History Teacher, 47(2), 221–244.
Gisondo, C. M., Weiner, G., & Stanley, K. (2021). A Video and Case-Based Transport Curriculum for Neonatal-Perinatal Medicine Trainees Using a Flipped Classroom Methodology. MedEdPORTAL : The Journal of Teaching and Learning Resources, 17, 11097. https://doi-org.upmx.idm.oclc.org/10.15766/mep_2374-8265.11097
Gordon, N. (2014). Flexible pedagogies: Technology-enhanced learning. The Higher Education Academy, 1-24. Jiang, M. (2020, April 22). Video chat is helping us stay employed and connected. But what makes it so tiring – and how can we reduce ‘Zoom fatigue’? British Broadcasting Corporation (BBC). https://www.bbc.com/worklife/article/20200421-why-zoom-videochats-are-so-exhausting
Guraya, S. (2020). Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation. Journal of Taibah University Medical Sciences, 15(4), 253-254. https://doi.org/10.1016/j.jtumed.2020.07.006
Haave, H., & Vold, T. (2020). E-Learning and Online Quizzing: Pedagogical Effects of the Corona Crisis. Proceedings of the European Conference on E-Learning, 229–234. https://doi-org.upmx.idm.oclc.org/10.34190/EEL.20.036
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1), 1–22. https://doi-org.upmx.idm.oclc.org/10.1186/s41239-020-00234-x
INEGI. (2020). “Matrícula escolar por entidad federativa según nivel educativo, ciclos escolares seleccionados 2000/2001 a 2019/2020”. https://www.inegi.org.mx/app/tabulados/interactivos/?pxq=Educacion_Educacion_06_f01706d9-f5eb-4dc5-b37a-00a792c37944
Lopez-Perez, M. V., Perez-Lopez, M. C., & Rodriguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and – 105 – their relation to outcomes. (Report). Computers & Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Onecha Pérez, B., & Berbegal Mirabent, J. (2020). La versatilidad del método de la clase invertida: Estudio de un caso de aplicación durante la crisis de la covid-19.
Revista de Docencia Universitaria, 18(2), 49–66. https://doi-org.upmx.idm.oclc.org/10.4995/redu.2020.14419
Petersson, J., Hatakka, M., & Chatzipetrou, P. (2020). Students Perception on Group Workshops: A Comparison Between Campus-Based and Online Workshops.
Proceedings of the European Conference on E-Learning, 397–405. https://doi-org.upmx.idm.oclc.org/10.34190/EEL.20.070
Roy, H., Ray, K., Saha, S., & Ghosal, A. K. (2020). A Study on Students’ Perceptions for Online Zoom-app based Flipped Class Sessions on Anatomy Organised during the Lockdown Period of COVID-19 Epoch. Journal of Clinical & Diagnostic Research, 14(6), 1–4. https://doi-org.upmx.idm.oclc.org/10.7860/JCDR/2020/44869.13797
Singh, S., & Arya, A. (2020). A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during Covid-19 crisis. Biochemistry and Molecular Biology Education : A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 48(5), 502–503. https://doi-org.upmx.idm.oclc.org/10.1002/bmb.21418
Smith, R. (2020). Flipped Learning during a Global Pandemic: Empowering Students with Choice. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 100–105
Talbert, R. (2017). Flipped learning: A guide for faculty teaching face-toface, online, and hybrid courses. https://ebookcentral.proquest.com
Van Alten, 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), https://doi.org/10.1016/j.edurev.2019.05.003
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.
Flipped Learning Network (2014). https://flippedlearning.org/definition-offlipped-learning/
Gasparini, S. (2020). Design and assessment of flipped instruction: A study of student learning and perceptions in higher education. Form@ reOpen Journal per la formazione in rete, 20(1), 220-236.
Gaughan, J. E. (2014). The flipped classroom in World History. The History Teacher, 47(2), 221–244.
Gisondo, C. M., Weiner, G., & Stanley, K. (2021). A Video and Case-Based Transport Curriculum for Neonatal-Perinatal Medicine Trainees Using a Flipped Classroom Methodology. MedEdPORTAL : The Journal of Teaching and Learning Resources, 17, 11097. https://doi-org.upmx.idm.oclc.org/10.15766/mep_2374-8265.11097
Gordon, N. (2014). Flexible pedagogies: Technology-enhanced learning. The Higher Education Academy, 1-24. Jiang, M. (2020, April 22). Video chat is helping us stay employed and connected. But what makes it so tiring – and how can we reduce ‘Zoom fatigue’? British Broadcasting Corporation (BBC). https://www.bbc.com/worklife/article/20200421-why-zoom-videochats-are-so-exhausting
Guraya, S. (2020). Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation. Journal of Taibah University Medical Sciences, 15(4), 253-254. https://doi.org/10.1016/j.jtumed.2020.07.006
Haave, H., & Vold, T. (2020). E-Learning and Online Quizzing: Pedagogical Effects of the Corona Crisis. Proceedings of the European Conference on E-Learning, 229–234. https://doi-org.upmx.idm.oclc.org/10.34190/EEL.20.036
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1), 1–22. https://doi-org.upmx.idm.oclc.org/10.1186/s41239-020-00234-x
INEGI. (2020). “Matrícula escolar por entidad federativa según nivel educativo, ciclos escolares seleccionados 2000/2001 a 2019/2020”. https://www.inegi.org.mx/app/tabulados/interactivos/?pxq=Educacion_Educacion_06_f01706d9-f5eb-4dc5-b37a-00a792c37944
Lopez-Perez, M. V., Perez-Lopez, M. C., & Rodriguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and – 105 – their relation to outcomes. (Report). Computers & Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Onecha Pérez, B., & Berbegal Mirabent, J. (2020). La versatilidad del método de la clase invertida: Estudio de un caso de aplicación durante la crisis de la covid-19.
Revista de Docencia Universitaria, 18(2), 49–66. https://doi-org.upmx.idm.oclc.org/10.4995/redu.2020.14419
Petersson, J., Hatakka, M., & Chatzipetrou, P. (2020). Students Perception on Group Workshops: A Comparison Between Campus-Based and Online Workshops.
Proceedings of the European Conference on E-Learning, 397–405. https://doi-org.upmx.idm.oclc.org/10.34190/EEL.20.070
Roy, H., Ray, K., Saha, S., & Ghosal, A. K. (2020). A Study on Students’ Perceptions for Online Zoom-app based Flipped Class Sessions on Anatomy Organised during the Lockdown Period of COVID-19 Epoch. Journal of Clinical & Diagnostic Research, 14(6), 1–4. https://doi-org.upmx.idm.oclc.org/10.7860/JCDR/2020/44869.13797
Singh, S., & Arya, A. (2020). A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during Covid-19 crisis. Biochemistry and Molecular Biology Education : A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 48(5), 502–503. https://doi-org.upmx.idm.oclc.org/10.1002/bmb.21418
Smith, R. (2020). Flipped Learning during a Global Pandemic: Empowering Students with Choice. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 100–105
Talbert, R. (2017). Flipped learning: A guide for faculty teaching face-toface, online, and hybrid courses. https://ebookcentral.proquest.com
Van Alten, 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), https://doi.org/10.1016/j.edurev.2019.05.003
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.