The flipped classroom has become a fundamental methodological option in recent years to provide more personalized education opportunities. The aim of this study is to investigate the academic performance and the perception of the students on the flipped classroom model (FCM) in a course of Didactics of Music in Childhood Education. One of the two groups enrolled in this subject received a quarter of classroom hours. A total of 51 students were selected by means of convenience random sampling, who were divided during a semester into an experimental group (n ¼ 24, flipped classroom methodology) and a control group (n ¼ 27, traditional methodology). Using ANOVA and ANCOVA models and cumulative ordinal categorical models with various functions of the statistical software R, the results indicate that the group has studied under a traditional methodology showed statistically significant differences in the variables of learning climate, self-efficacy and cognitive commitment, but with no impact on academic performance. Students who have studied under the flipped classroom model achieved higher academic performance globally. At the end of the study, the results obtained in the light of other similar investigations are discussed.

Este artículo presenta una experiencia de aula en la que estudiantes de música de Educación Secundaria Obligatoria han trabajado temas de música moderna bajo una metodología de aula invertida (flipped classroom) usando vídeos como recurso fundamental para la práctica instrumental. Los resultados de un análisis descriptivo muestran una valoración muy positiva por parte del alumnado tanto de la metodología utilizada (tareas en clase frente a las explicaciones del profesor en casa; adaptación al ritmo del alumno; interés por la práctica instrumental; mejor preparación para el trabajo grupal) como de los vídeos diseñados (contenidos similares a una clase expositiva; aumento de la confianza para las clases presenciales; motivación de uso; duración; calidad e independencia del alumno con respecto a su profesor). Aunque se trata de un estudio exploratorio, puede afirmarse que el diseño de vídeos y su uso bajo una metodología adecuada pueden repercutir positivamente en la práctica instrumental dentro y fuera del aula.

The objective of this study is to highlight the potential of video tutorials for learning how to use music editing software as well as students' perceptions of their use. The project has been developed within a flippedclassroom approach, in which students studied with two types of resources: video tutorials and printed tutorials created ad hoc. Using a quantitative study with a quasi-experimental design, students participating in the project (n = 48) were divided into an experimental group (video tutorials) and a control group (printed tutorials) in order to evaluate the resource used according to: (1) academic results achieved; (2) students' independence; (3) time spent completing tasks; (4) motivation generated by the resource. The resource used did not result in an improvement of academic performance in those students who used video tutorials. However, there has been an improvement in time invested in the production of scores, students' autonomy in relation to the teacher and motivation towards the resource used.

Cooperative learning has been one of the burgeoning methodological approaches in recent decades due to its empirically demonstrated benefits. The use of technologies to support this methodology plays a fundamental role in better implementing it. This paper presents a study conducted with music students in the third year of ESO (Enseñanza Secundaria Obligatoria, or Compulsory Secondary Education) (n = 145) with the aim of ascertaining their perception of technology-assisted cooperative learning, an essential factor in creative projects that are extremely organizationally complex. In this study, we adopted a quasi-experimental design of repeated measures for a preand post-stage with a control group and an experimental group. The results suggest that there are statistically significant differences in academic performance and satisfaction with the methodology used. The conclusions show that technologyassisted cooperative work may be one of the few methodological alternatives that very effectively contribute to implementing creative projects. RESUMENEl aprendizaje cooperativo ha sido uno de los enfoques metodológicos que han experimentado un enorme auge en las últimas décadas por sus beneficios empíricamente demostrados. El uso de las tecnologías como apoyo a esta metodología puede jugar un papel fundamental para su mejor implementación. Este trabajo presenta una investigación llevada a cabo con alumnos de música de 3º de ESO (Enseñanza Secundaria Obligatoria) (n = 145) con el objetivo de conocer su percepción hacia el aprendizaje cooperativo asistido por tecnologías, elementos fundamentales ambos cuando se llevan a cabo proyectos creativos de cierta complejidad organizativa. Un diseño cuasi experimental de medidas repetidas para un momento Pre y Post, tomando un grupo de control y un grupo experimental, fue adoptado en este estudio. Los resultados sugieren que existen diferencias estadísticamente significativas en el rendimiento académico y en la satisfacción con la metodología ARTICLE HISTORY