Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto

Martínez, Tomás Sola; Díaz, Inmaculada Aznar; Rodríguez, José María Romero; Rodríguez-­García, Antonio-­Manuel

doi:10.15366/reice2019.17.1.002

Cited by 60 publications

(70 citation statements)

References 33 publications

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“…The present study intends to confirm the effectiveness that flipped learning has obtained in the field of educational research as reported in the recent impact literature [7,11,13,49,50,[73][74][75]. This effectiveness has been contrasted with the classical and expository methods of knowledge transmission, where the teacher reproduces the contents unilaterally without encouraging the exchange of knowledge and interaction with students [76].…”

Section: Introductionsupporting

confidence: 68%

“…Flipped learning is the result of the work of two specialists in the field such as Aaron Sams and Jonathan Bergmann, who in 2012, were able to develop online audiovisual teaching material so that students who could not attend classrooms regularly could still participate regardless of factors such as place and time [12]. The evolution of this pedagogical trend has been remarkable [13]. In this sense, success in students, especially with regard to motivation [53,54].…”

Section: Introductionmentioning

confidence: 99%

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Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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Section: Introductionsupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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“…This means that a teacher needs to have good training in this area. In fact, many researchers izedhave discussed the need to include ICT knowledge in the competencies obtained by education professionals [10]. Training of digital teachers also requires 'permanent training' to improve technological skills and abilities, as ICT resources are constantly evolving [11].…”

Section: The Need For Ict Skills From Dual Vocational Education and Tmentioning

confidence: 99%

Gender and Digital Teaching Competence in Dual Vocational Education and Training

et al. 2020

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In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals.

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“…In this research, we present a pedagogical method based on the collaborative methodology, associated to the Harry Potter theme, showing all the actions developed from the beginning to the end of the didactic unit, including the evaluation process, trying to enhance the formative development of the students [57,58], especially in students in the first year of Obligatory Secondary Education, where they are in a moment of changes at the physiological and educational level [59].…”

Section: Justification and Objectives Of The Researchmentioning

confidence: 99%

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

Moreno-Guerrero

García²,

Heredia

et al. 2020

Mathematics

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Nowadays, education requires changes in the teaching and learning processes, through the implementation of innovative and motivating pedagogical actions, owing to the existing needs in society. Education, owing to the current needs of society, requires changes in the teaching and learning processes through the implementation of innovative and motivating pedagogical actions. The main objective of this study is to evaluate the effectiveness of the collaborative method, based on the Harry Potter theme, with respect to the traditional method in the first year of Obligatory Secondary Education for the learning of geometric figures in the subject of mathematics. For this purpose, a quasi-experimental, quantitative, descriptive, and correlational study has been designed, using a standardized questionnaire as a technique to collect information. The sample is composed of 236 students from the first year of Obligatory Secondary Education distributed in eight groups (four control and four experimental) from a public high school in the city of Cádiz (Spain). The tests carried out show that collaborative learning generates improvements in the attitudes and mathematical dimensions. Therefore, the collaborative method, developed by means of the Harry Potter theme for students in the first year of Compulsory Secondary Education in the subject of mathematics, causes a better attitude of the student towards the teaching and learning process. Furthermore, it facilitates the acquisition of mathematical contents related to geometry, which does not directly affect the students’ grades because, although those of the experimental group are better than those obtained by the control group, the differences between the two are minimal.

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Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto

Cited by 60 publications

References 33 publications

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Gender and Digital Teaching Competence in Dual Vocational Education and Training

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

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