Eficacia del modelo de aula invertida (flipped classroom) en la enseñanza universitariauna síntesis de lasmejores evidencias

  1. Prieto Martín, Alfredo 1
  2. José Barbarroja 1
  3. Susana Álvarez 2
  4. Alfredo Corell 2
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Revista:
Revista de educación

ISSN: 0034-8082

Any de publicació: 2021

Títol de l'exemplar: El modelo flipped classroom : un reto para una enseñanza centrada en el alumno

Número: 391

Pàgines: 149-177

Tipus: Article

DOI: 10.4438/1988-592X-RE-2021-391-476 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista de educación

Resum

Este artículo explora el origen histórico del aula invertida y sintetiza las evidencias que valoran su eficacia para incorporar más aprendizaje activo en la educación superior y crear un entorno educativo centrado en las acciones que realizan los estudiantes. Para ello se ha revisado la literatura sobre el aula invertida y otras metodologías precursoras de la misma prestando especial atención a los impactos del aula invertida sobre la implicación estudiantil y el rendimiento académico. El aula invertida tiene precedentes en metodologías de fomento del estudio previo que se aplican en enseñanza universitaria desde los noventa: el aprendizaje basado en equipos, la instrucción por compañeros y la enseñanza a tiempo en las que el docente envía la información a sus alumnos mediante medios electrónicos. Así hay más tiempo de clase para dedicarlo al aprendizaje activo y la evaluación formativa. El aula invertida se popularizó en educación secundaria con el uso de vídeos para transmitir la información a los alumnos. La literatura muestra efectos positivos del aula invertida sobre el proceso educativo. Aumenta la motivación y la implicación de los alumno en las actividades fuera y dentro de clase. Mejora la comprensión y la retención de las materias enseñadas que se traducen en una mejora del rendimiento y una reducción en la tasa de fracaso. Mejora el ejercicio y el desarrollo de competencias y finalmente aumenta la satisfacción de los alumnos y profesores que la ponen en práctica. Estos efectos positivos se han confirmado en múltiples disciplinas y ámbitos geográficos. El aula invertida crea oportunidades para que los alumnos interaccionen antes y de manera más sostenida con los materiales instructivos, mejorando su preparación para aplicar lo comprendido en las actividades de clase. Los alumnos con mayor nivel de realización de tareas preparatorias son los que obtienen superiores rendimientos en el aula invertida.

Referències bibliogràfiques

  • Al-Zhrani, A.M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6),1133-48.
  • Arum, R., Roska, J. (2010). Academically Adrift: Limited Learning on College Campuses. Chicago, Ill: University of Chicago Press.
  • Arum R., Roksa, J. (2014). Aspiring adults adrift: tentative transitions of college graduates. Chicago, Ill University of Chicago Press.
  • Association of Flipped Learning Network. (2014). Definition of flipped learning. Disponible en https://flippedlearning.org/definition-of-flipped-learning/
  • Awidi, I.T., Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education., 128,269-283.
  • Baker, J.E. (2000). The classroom flip: using web course management tools to become the guide by side. En Chambers, JA. Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9-17) Jacksonville: FL.
  • Bergmann J., Sams, A. (2012). Flip your Clasroom: Reach every student in every class every day International Society for Technology in Education.
  • Bok D. (2017). The struggle to reform our colleges. Princeton New Jersey Princeton University press
  • Bruff D. (2009). Teaching with Classroom Response Systems: Creating Active Learning Environments. Jossey-Bass San Francisco
  • Burgess, A., Bleasel, J., Haq, I., Roberts, C., Garsia, R., Robertson, T., Mellis, C. (2017). Team-based learning (TBL) in the medical curriculum: better than PBL? Burgess et al. BMC Medical Education 17:243 DOI 10.1186/s12909-017-1068-z
  • Chen, K.S., Monrouxe, L., Lu, Y.H., Jenq, C.C., Chang, Y.J., Chang, Y.C., et al. (2018). Academic outcomes of flipped classroom learning: A meta-analysis. Medical Education,; 52(9), 910-924.
  • Cheng, L., Ritzhaupt, A.D., Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research & Development. 67:793–824 https://doi.org/10.1007/s11423-018-9633-7
  • Chiang, T.H. (2017). Analysis of learning behavior in a flipped programming classroom adopting problem solving strategies Interactive learning environments, 25(2) pp.189-202
  • Chua, K.J., Islam, M.R., (2020). The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement International Journal of Mechanical Engineering Education March DOI: 10.1177/0306419019838335
  • Contreras, J.A., Arias, J., Melo, M.G., Martín-Espada, R. (2017). Uso del modelo educativo de aprendizaje inverso para mejorar materiales educativos universitarios RISTI 23, 17-31
  • Costa, M.J. (2016). Flipped, team based peer instruction: uma metodologia híbrida aplicável a turmas com 100 ou mais alunos CNaPPES 2016, 241-246 241 Congresso Nacional de Práticas Pedagógicas no Ensino Superior 14 e 15 de Julho de 2016, Universidade de Lisboa
  • Crouch, C.H., Mazur, E. (2001). Peer instruction: ten years of experience and results. Am. J. Phys. 69:970-977.
  • Dafonte-Gómez, A. García-Crespo, O. Ramahí-García, D. (2018). Flipped learning y competencia digital: diseño tecno pedagógico y percepción del alumnado universitario. Index.comunicación, 8(2),275-294.
  • Del Arco Bravo, I., Flores Alarcia, Ò., y Silva, P. (2019). El desarrollo del modelo flipped classroom en la universidad: impacto de su implementación desde la voz del estudiantado. Revista de Investigación Educativa, 37 (2), 451-469. DOI: http://dx.doi.org/10.6018/rie.37.2.327831
  • Demetry, C. (2010). Work in progress- An innovation merging classroom flip and team based learning. In 40th IEEE Frontiers in Education Conferencie (FIE)
  • Elmaadaway, MAN. (2017). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course: Effects of the flipped classroom approach. British Journal of Educational Technology 49(3) DOI: 10.1111/bjet.12553
  • Estriegana, R., Medina, J.A., Plata, R. (2018) Analysis of competence acquisition in a flipped classroom approach Computer Applications in Engineering Education 27(1) DOI: 10.1002/cae.22056
  • Flores, Ò., del-Arco, I., Silva, P. (2016). The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education 13: doi: 10.1186/s41239-016-0022-1.
  • Freeman, S., Eddy S.L, McDonough, M , Smith, M.K., Okoroafor, N., Jordt, H., y Wenderoth M.P. (2014). Active learning increases student performance in Science, Engineering, and Mathematics. Proc Natl Acad Sci U S A. 111(23): 8410-5.
  • Galway, L., Corbett, K.K., Takaro, T.K., Tairyan K y Frank E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education 14:181.
  • Gilboy, M.B., Heinerichs, S., Pazzaglia, G. (2015). Enhancing Student Engagement using the flipped classroom Journal of nutrition Education and behavior 47 (1) 109-114 https://doi.org/10.1016/j.jneb.2014.08.008
  • Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L. y Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 433-440. https://doi.org/10.5688/ajpe6898
  • Hew, K.F., Lo, C.K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ 18, 38 https://doi.org/10.1186/s12909-018-1144-z
  • Hinojo-Lucena, F. J., Aznar Díaz, I., Romero Rodríguez, J. M., Marín Marín, J. A. (2019). Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales, 8(1), 9-18.
  • Hsieh, J.S.C., Wu W.-C.V., Marek, M.W. (2016) Using the flipped classroom to enhance EFL learning Computer Assisted Language Learning, http://dx.doi.org/10.1080/09588221.2015.1111910
  • Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., Jiang, X. Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A metanalysis of ramdom controlled trials International Journal of Nursing Studies. 2018; 79: 94-103
  • Hu. X., Zhang, H. Song Y., Wu C., Zhang Q., Chen, W. (2018). Implementation of flipped classroom combined with problem based learning: an approach to promote learning about hyperthyroisdism in the endocrinology internship. BMC Medical Education 2019 19: 290
  • Hurtbuise, L., Hall, E., Sheridan, L. Han , L. (2015). The flipped classroom in Medical Education: engaging students to build competency. Journal of Medical Education and Curricular Development; 2: 35-43
  • Jensen, J.L., Holt, E.A., Sowards, J.B. Odgen, T.H., West R.E.. (2018). Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom. J Sci Educ Technol 27, 523–535 https://doi.org/10.1007/s10956-018-9740-6
  • Kerr, B. (2015). The flipped classroom in engineering education: A survey of the research Proceedings of 2015 International Conference on interactive collaborative Learning (ICL) p815 Florence Italy
  • Låg, T., Sæle, R.G. (“019) Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open. 5(3): 1-17
  • Lage, M.J., Platt, G.J., Treglia. M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education. 31(1): 30-43
  • Lai, H., Hsiao, Y.L., Hsieh P.J. (2018). The role of motivation ability, and opportunity in university teacher’ continuance use intention for flipped teaching. Computers & Education, 124 37-50.
  • Liu, X., Wu, Z., Zhang, L., Guo, X. (2017). Practice of project-centric flipped classroom learning in microcomputer interfacing technology course 5th International conference on modern education DOI:10.12783/dtssehs/icome2017/19352
  • Lo, C.K., Hew, K.F., Chen, G. (2017) Toward a set of design principles for mathematics flipped classrooms: a synthesis of research in mathematics education. Educational Research Review; 22: 50-73
  • Love, B., Hodge, A., Grandgenett, N., y Swift, A.W. (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45:3, 317-324, DOI: 10.1080/0020739X.2013.8225822014
  • McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N., Davidson, C.A., Griffin, L.M., Esserman, D.A., Mumper, RJ. The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School. Academic Medicine, 2014 Vol. 89, No. 2
  • Medina, J.L. (2016). La docencia universitaria mediante el enfoque del aula invertida Octaedro Barcelona.
  • Mellefont, L., Fei, J. (2016) Student Perceptions of ‘Flipped’ Microbiology Laboratory Classes International Journal of Innovation in Science and Mathematics Education, 24(1), 24-35, 2016.
  • Mennella, T. (2016). Comparing the efficacy of flipped vs. alternative active learning in a college genetics course. The American Biology Teacher, 78(6), 471-479.
  • Michaelsen, L.K., Knight, A., Fink, L.D. (2002) Team-based learning: a transformative use of small groups Praeger Publishers, Westport CT
  • Michaelsen, L.K., Parmelee, D.X., McMahon, K.K., Levine, R.E. (2008). Team based learning for health professions education. Stylus Publishing Sterling Virginia Mohr, K. A. J., y
  • Mohr, E.S. (2017). Understanding Generation Z Students to Promote a Contemporary Learning Environment. Journal on Empowering Teaching Excellence: Vol. 1 : Iss. 1, Article 9. DOI: https://doi.org/10.15142/T3M05T
  • Moravec, M. Williams, A. Aguilar-Roca, N. y O’Dowd. D.K. (2010). Learn before lecture: a strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9,4,473-481.
  • Murillo-Zamorano LR, López-Sanchez JA, Godoy-Caballero AL. (2019). How the flipped classroom affects knowledge, skills and engagement in higher education: effects on students’ satisfaction Computers & Education, 141 , doi: https://doi.org/10.1016/j.compedu.2019.103608
  • Novak, G., Gavrin, A., Christian, W., y Patterson, E. (1999). Just-In-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River. NJ: Prentice-Hall.
  • O’Flaherty J., Philips C. (2015) The use of flipped classrooms in higher education: a scoping review Internet and Higher Education 25 85-95
  • Oliván, B., Masluk, B., Gascon, S., Fueyo, R., Aguilar-Latorre, A., Artola, I., Magallón, R. (2019). The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university. PLoS One. 14(4):e0214623. doi: 10.1371/journal.pone.0214623. eCollection 2019.
  • Park, K.H., Park, K.H., Chae, S.J. (2018). Experiences of medical teachers in flipped learning for medical students: a phenomenological study Korean Journal of Medical Education, 30:91-100
  • Porcaro, P., Jackson, D., McLaughlin, P. y O’Malley, C. (2016). Curriculum design of a flipped classroom to enhance haematology learning, Journal of Science Education and Technology, pp. 1-13. http://doi.org/10.1007/s10956-015-9599-8
  • Prieto, A., Diaz, D., Santiago, R. (2014a). Metodologías Inductivas: El desafío de enseñar mediante el cuestionamiento y los retos. Barcelona, Digital Text
  • Prieto, A., Díaz, D., Monserrat, J., Reyes, E., et al. (2014b). Experiencias de aplicación de estrategias de gamificación a entornos de aprendizaje universitario. ReVisión, 7 (2): 76-92
  • Prieto, A., Barbarroja, J., Cano, I., Díaz, D., Lara, I., Monserrat, J., Sanvicen, P., Vélez, J. (2017). Flipped learning: aplicar el modelo de aprendizaje invertido Ed Narcea (Colección Universitaria)
  • Prieto, A., Díaz, D., Monserrat, J., Alvarez-Mon, M., Sanvicén, P., Rinaldi, M.I. (2018a). Aula invertida y aprendizaje invertido. En: Las Tecnologías de la Información y la Comunicación como herramientas Mediadoras de los Procesos Educativos. Volumen I: Fundamentos y Reflexiones.Eds. Ocelli, M., García-Romano, L., Valeiras, N., Quintanilla Gatica, M., Santiago de Chile Ed, Bellaterra Ltda., pp.123-135
  • Prieto, A., Díaz, D., Lara, I., Monserrat, J., Sanvicen P., Santiago, R., Corell, A., Alvarez-Mon M., (2018b) Nuevas combinaciones de aula invertida con just in time teaching y análisis de respuestas de los alumnos. RIED Revista Iberoamericana Educación a Distancia.; 21(1): 175-194
  • Prieto, A., Barbarroja, E. Lara-Aguilera I, Díaz-Martín D, Pérez-Gómez A, Monstserrat J, Corell-Almuzara, A., Álvarez de Mon, M., . (2019). Aula invertida en enseñanzas sanitarias recomendaciones para su puesta en práctica FEM. Revista de la Fundación Educación Médica, ISSN 2014-9832, Vol. 22, Nº. 6, págs. 253-262
  • Prieto, A. y Giménez, X. (2020a). La enseñanza universitaria basada en la actividad del estudiante: evidencias de su validez. En Docentes universitarios. Una formación centrada en la práctica Porlan. R., de Alba Fernández N. Madrid. Ed Morata
  • Prieto, A., Díaz, D., Monserrat, J., Barbarroja, J., (2020b). La medición del impacto de las innovaciones metodológicas sobre los resultados de la docencia universitaria RIECS 2020 (en prensa)
  • Prince, M. (2004). Does active learning work? J. Engr. Education, 93 (3): 223-31.
  • Prober, ChG., Heath, Ch. (2012). Lecture halls without lectures A proposal for medical education N Engl J Med, 366:18 1657-1659
  • Rahman, A.A., Aris, B., Mohamed, H., Zaid, N.M. (2014).The Influences of Flipped Classroom: A Meta Analysis 2014 IEEE 6th International Conference on Engineering Education
  • Robles, G.; González- Barahona, J.M. y Prieto A. (2010). Fomentando la preparación de clase por parte de los alumnos mediante el Campus Virtual Relada, 4 (3), 240-248. http://polired.upm.es/index. php/relada/article/viewFile/117/113
  • Schell, J., Mazur, E. (2015) Flipping the Chemistry Classroom with Peer Instruction In Chemistry Education: best practices, opportunities and trends. García-Martinez J. y Serrrano-Torregrosa, E. Eds Wiley-VCHGmbH& Co Weinheim Germany Pp 319-343
  • Sezer, B., Abay, E. (2019). Looking at the Impact of the Flipped Classroom Model in Medical Education. Scandinavian Journal of Educational Research, 63 (6): 853-868
  • Sola, T., Aznar, I., Romero, J.M. Rodríguez-García, A.M. (2019). Eficacia del método flipped classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto REICE 17(1)25-38 https://doi.org/10.15366/reice2019.17.1.002
  • Souto-Iglesias, A., Baeza-Romero, M.T. (2018). A probabilistic approach to student workload: empirical distributions and ECTS. High Educ.; 76: 1007.
  • Sparks, SD. (2011). Schools “Flip” for lesson model promoted by Khan Academy. Educ week,31, 12-14.
  • Strayer, J.F. (2007). Effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. Doctoral Dissertation, Ohio State University, Columbus, Ohio,
  • Talbert, R. (2017). Flipped Learning: a guide for higher education faculty. Stylus. Sterling Virginia.
  • Tucker, B. (2012). The flipped classroom. Education Next: Vol.12. Nº 1 https://www.educationnext.org/the-flipped-classroom/. Accessed 28 May 2020.
  • Toriz, E. (2019). Learning based on flipped classroom with just-in-time teaching, Unity3D, gamification and educational spaces. Int J Interact Des Manuf, 13, 1159–1173 https://doi.org/10.1007/s12008-019-00560-z
  • van Alten DCD, Phielix C, Janssen J, Kester L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28:1-18
  • Wang FS (2019). On the relationships between behaviours and achievement in technology-mediated flipped class rooms: A two phase online behavioral PLS-SEM model Computers & Education , 142:103653
  • Wong, T.H., Ip, E.J., Lopes, I., Rajagopalan, V. (2014). Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias American Journal of Pharmaceutical Education 78 (10) 185; DOI: https://doi.org/10.5688/ajpe7810185
  • Zanuiddin, Z., Perera, C.J. (2017). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of further and Higher Education http://dx.doi.org/10.1080/0309877X.2017.1356916
  • Zanuiddin, Z., Perera, C.J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, Vol. 26 Issue: 4, pp.281-290, https://doi.org/10.1108/ OTH-04-2017-0016
  • Zheng, L., Bhagat, K.K., Zhen, Y., Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis. Educational Technology & Society 23(1):1-15
Fuente de los datos: Dialnet