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

Objetivos de desarrollo sostenible

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.

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