Modelo estructural de factores extrínsecos influyentes en el flipped learning

  1. Santiago Mengual-Andrés 1
  2. Jesús López Belmonte 2
  3. Arturo Fuentes Cabrera 3
  4. Santiago Pozo Sánchez 3
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad Internacional de Valencia
    info

    Universidad Internacional de Valencia

    Valencia, España

    ROR https://ror.org/00gjj5n39

  3. 3 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Zugehörigkeit anzeigen +
Zeitschrift:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Datum der Publikation: 2020

Ausgabe: 23

Nummer: 1

Seiten: 75-101

Art: Artikel

DOI: 10.5944/EDUCXX1.23840 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Educación XX1: Revista de la Facultad de Educación

Zusammenfassung

Technological advances have caused the field of education to be influenced by the emergence of new teaching and learning models mediated by the large amount of digital resources and electronic devices that teachers have today. One of the methodological approaches that is emerging as a consequence of educational innovation is flipped learning. This model of teaching and learning is based on the idea that students can visualize and work on the contents of the next classroom sessions outside the academic environment, in order to spend as much time as possible in class solving problems and the deployment of more practical, participatory and active work. In this way, greater motivation is achieved that benefits the learning process. The objective of this study has been to discover the incidence of external factors such as family context, autonomy, self-esteem and the motivation of students on the flipped learning approach. For this, a quantitative method has been developed through an experimental design of longitudinal cut and of descriptive and correlational nature. A diachronic sample (2013-2018) of 607 students was taken from the Faculty of Education, Economy and Technology of Ceuta (Spain). A previously validated ad hoc questionnaire was used to collect data. The results reveal that students who have a suitable family context, as well as adequate values in autonomy, motivation and self-esteem achieve optimal values in learning outcomes. Likewise, older students obtain better ratings. On the other hand, those with labor obligations reflect a decrease in the same, with the sex of the participants not determining the learning outcomes.

€ Finanzierung ansehen

Informationen zur Finanzierung

La primera actuación llevada a cabo en cada curso fue obtener la colaboración del profesor encargado de impartir la asignatura mencionada, teniendo que adecuar la metodología de enseñanza y aprendizaje a los requerimientos de esta pesquisa, así como el consentimiento de los discentes para participar en el estudio, informándoles de que todos los datos recabados serán tratados con total anonimato.

Geldgeber

Bibliographische Referenzen

  • Awidi, I.T. & Paynter, M. (2019). The impact of a flipped classroom approach on student learning exper ience .   Computers & Education, 128, 269-283.
  • Báez, C.I. & Clunie, C. E. (2019). Una mirada a la Educación Ubicua. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 325-344. 10.5944/ ried.22.1.22422
  • Barbosa, S.H. & Amariles, M.L. (2019). Learning Styles and the Use of ICT in Univer sity Students within a Competency-Based Training Model. Journal of New Approaches in Educational Research, 8(1), 1-6. 10.7821/ naer.2019.1.296
  • Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning.  Computers & Education,  120, 197-212. 10.1016/j. compedu.2018.02.009
  • Bognar, B., Sabliχ, M., & Å kugor, A. (2019). Flipped Learning and Online Discussion in Higher Education Teaching. En C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The flipped classroom: Practice and practices in higher education (pp. 371-392). Nueva York, USA.: Springer. 10.1007/978-3-030-01551-0_19
  • Cabanach, R. G., Souto, A., Freire, C. F., y Ferradás, M. M. (2015). Relaciones entre autoestima y estresores percibidos en estudiantes universitarios.  European Journal of Education and Psychology, 7(1), 43-57. 10.1989/ejep.v7i1.151
  • Cabero, J., Arancibia, M.L., & Del Prete, A. (2019). Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use. Journal of New Approaches in Educational Research, 8(1), 25-33. 10.7821/ naer.2019.1.327
  • Cabero, J. y Llorente, M. C. (2015). Tecnologías de la Información y la Comunicación (TIC): escenarios formativos y teorías del aprendizaje.  Revista Lasallista de Investigación, 12(2), 186-193.
  • Cendon, E. (2018). Lifelong Learning at Universities: Future Perspectives for Teaching and Learning. Journal of New Approaches in Educational Research, 7(2), 81-87. 10.7821/naer.2018.7.320
  • Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., y Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30- 36.
  • Chaves, E., Trujillo, J. M., y López, J. A. (2016). Acciones para la autorregulación del aprendizaje en entornos personales de aprendizaje. Pixel-bit: revista de medios y educación, 48, 67-82. 10.12795/ pixelbit.2016.i48.05
  • El Miedany, Y. (2019). Flipped Learning. En C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The flipped classroom: Practice and practices in higher education (pp. 285- 303). Nueva York, USA: Springer. 10.1007/978-3-319-98213-7_15
  • Esquivel, J.C. (2018). Autoestima y su relación con el rendimiento académico en estudiantes del sistema de universidad abierta. Facultad de Educación. Universidad Católica los Ángeles de Chimbote–Huaraz, 2015. Aporte Santiaguino, 11(1), 157- 166. 10.32911/as.2018.v11.n1.464
  • Froehlich, D.E. (2018). Nontechnological learning environments in a technological world: Flipping comes to the aid. Journal of New Approaches in Educational Research, 7(2), 94-99. 10.7821/naer.2018.7.304
  • Guri-Rosenblit, S. (2018). E-Teaching in Higher Education: An Essential Prerequisite for E-Learning. Journal of New Approaches in Educational Research, 7(2), 93-97. 10.7821/ naer.2018.7.298
  • He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions.  Learning and Instruction,  45, 61-71. 10.1016/j. learninstruc.2016.07.001
  • Hernández, R., Fernández, C., y Baptista, M. P. (2016). Metodología de la investigación. México D.F., México: McGraw Hill.
  • Hinojo, F.J., Aznar, I., Romero, J.M., y Marín, J.A. (2019). Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales, 8(1), 9-18.
  • Huan, C. (2016). A Study on Digital Media Technology Courses Teaching Based on Flipped Classroom. American Journal of Educational Research, 4(3), 264-267. 10.12691/education-4-3-6
  • Hwang, G.J. & Lai, C.L. (2017). Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses. Journal of Educational Technology & Society,  20(1), 184-197.
  • Jovanovic, J., Gasevic, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33(4), 74-85. 10.1016/j.iheduc.2017.02.001
  • Karabulut, A., Jaramillo, N., & Hassall, L. (2018). Flipping to engage students: Instructor perspectives on flipping large enrolment courses. Australasian Journal of Educational Technology, 34(4), 123-137. 10.14742/ ajet.4036
  • Kwon, J.E. & Woo, H.R. (2017). The Impact of Flipped Learning on Cooperative and Competitive Mindsets. Sustainability, 10(79), 1-15. 10.3390/su10010079
  • Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education.  Educational Technology Research and Development, 65(2), 427- 453. 10.1007/s11423-016-9502-1
  • Lee, J., Park, T., & Davis, R. O. (2018). What affects learner engagement in flipped learning and what predicts its outcomes?.  British Journal of Educational Technology. 1(1), 1-18. 10.1111/bjet.12717
  • Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives.  Journal of Computing in Higher Education,  29(2), 179-200. 10.1007/s12528-016-9119-8
  • Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252. 10.1007/s11528-016-0045-4
  • López, M. y Bernal, C. (2019). El perfil del profesorado en la Sociedad Red: reflexiones sobre la competencia digital de los y las estudiantes en Educación de la Universidad de Cádiz. IJERI: International Journal of Educational Research and Innovation, (11), 83-100. Recuperado de https://bit. ly/2LIr8F0
  • MacLeod, J., Yang, H.H., Zhu, S., & Shi, Y. (2017). Technological factors and student-to-student connected classroom climate in cloud classrooms.  Journal of Educational Computing Research,  56(6), 826-847. doi: 10.1177/0735633117733999
  • McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education.  Issues in Educational Research, 26(2), 332-350.
  • Medranda, R.F. y Romero, S. (2018). Problemas familiares y rendimiento académico.  Revista Caribeña de Ciencias Sociales, 4(2), 1-11
  • Nortvig, A.M., Petersen, A.K., & Hattesen, S. (2018). A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, S tudent Sat i s fac t ion and Engagement.  Electronic Journal of e-Learning, 16(1), 46-55.
  • Pereira, S., Fillol, J. y Moura, P. (2019). El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal. Comunicar: Revista científica iberoamericana de comunicación y educación, 27(58), 41- 50. 10.3916/C58-2019-04
  • Rotellar, C. & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom.  American journal of pharmaceutical education, 80(2), 1-9. 10.5688/ajpe80234
  • Sánchez, C. (2017). Flipped classroom. La clase invertida, una realidad en la Facultad de Ciencias de la Educación de la Universidad de Málaga. [Tesis doctoral]. Universidad de Málaga.
  • Sánchez, J L., Jimeno, A., Pertegal, M.L., & Mora, H. (2019). Design and application of Project-based Learning Methodologies for small groups within Computer Fundamentals subjects. IEEE Access, 7, 12456-12466. 10.1109/ACCESS.2019.2893972
  • Thai, N.T T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback.  Computers & Education,  107, 113-126. 10.1016/j. compedu.2017.01.003
  • Tique, M.A., Camacho, J.A., Segura, Y.C., Orozco, R., Ortega, L.L., Iriarte, M. … Cáceres, N.A. (2018). Contexto socioeconómico sobre el rendimiento académico del estudiante mediante la investigación como estrategia pedagógica.  Cultura Educación y Sociedad,  9(1), 171-180. 10.17981/ cultedusoc.9.1.2018.13
  • Tourón, J. y Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela.  Revista de educación, 368, 174-195. 10.4438/1988-592X-RE-2015- 368-288
  • Tse, W.S., Choi, L.Y., & Tang, W.S. (2019). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology,  50(1), 385- 398. 10.1111/bjet.12569
  • Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom.  Computers in Human Behavior,  70, 251-260. 10.1016/j. chb.2016.12.085
  • Zainuddin, Z., Habiburrahim, H., Muluk, S. & Keumala, C.M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics,  8(3). 10.17509/ijal.v8i3.15270
Fuente de los datos: Dialnet