Estudio de caso sobre las percepciones de los estudiantes respecto al modelo Flipped Classroom en asignaturas de ingeniería. Diseño e implementación de un cuestionario

Abstract

La incursión de las Nuevas Tecnologías de la Información y la Comunicación en las aulas universitarias, ha potenciado y favorecido el desarrollo de modalidades pedagógicas alterativas a las tradicionales. La Flipped Classroom, se ha configurado como un modelo adecuado para la enseñanza de las asignaturas de ingeniería, optimizando el tiempo de trabajo en el aula y preparando materiales para el aprendizaje de los estudiantes fuera del mismo. En este estudio cuantitativo, se presenta una experiencia basada en el modelo Flipped Classroom desarrollada con 151 estudiantes de ingeniería. A través de un cuestionario diseñado ad hoc, se han recogido sus percepciones sobre la experiencia respecto a los materiales y recursos, las ayudas docentes y el rol del estudiante. Los principales resultados señalan que el modelo favorece el rol activo por parte de los estudiantes, y les exige un mayor esfuerzo y seguimiento diario. Igualmente, se presentan algunas propuestas de mejora para su futuro desarrollo.

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

“…Time optimization [16,48,49]: Class time is further optimized by increasing the number of practical activities, such as peer-to-peer and teacher-to-student interactions, in the classroom, thus fostering curiosity and the desire to investigate, along with more personalized monitoring and feedback on the learning process.…”

From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences

“…Ryan and Reid [36] reported that with the FC, there are greater possibilities for interaction between faculty and students. It is worth noting that studies that analyse gender indicate that female students tend to be more proactive than male students when implementing the FC methodology [37].…”

Flip-teaching methodology for university tourism guide and heritage interpreter courses

“…Flip-teaching has various names and the most common are: Inverted Classroom (Lage et al, 2000;Gannod et al, 2008;Strayer, 2012); Classroom Flip (Baker, 2000;Stone, 2012;Albert & Beaty, 2014;Kyu, et al, 2014); Flipped Learning (Tourón & Santiago, 2015;Khadri, 2016;Huang, Foon & Kwan, 2018;Lee, Park y Davis, 2018;Bognar, Sablic yŠkugor, 2019;Pozo et al, 2020;Moreno et al, 2020); and Flipped Classroom (Gerstein, 2011;Wagner, Laforge & Cripps, 2013;Young et al, 2014;Long, Cummins & Waugh, 2016;Sola et al, 2016;Salcines et al, 2019). Despite the fact that the works published on the subject have used different terminologies, the authors agree that the techniques used in the classrooms are focused on independent work outside of class hours, with class hours for practical and cooperative activities.…”

“…In accordance with the approaches that inspire the process of European convergence, university education must experience a profound renewal to change how information and knowledge are accessed (Salcines et al, 2019;López & Bernal, 2019). The planning of the subjects must focus on the inclusion of a set of activities and tasks that have as goals: the tutoring of student learning; the acquisition of skills; and the achievement of learning objectives (Koster et al 2005;De Juanas & Fernández, 2008;Martínez, 2010;Nortvig, Petersen & Hattesen, 2018;Awidi & Paynter, 2019).…”

“…The planning of the subjects must focus on the inclusion of a set of activities and tasks that have as goals: the tutoring of student learning; the acquisition of skills; and the achievement of learning objectives (Koster et al 2005;De Juanas & Fernández, 2008;Martínez, 2010;Nortvig, Petersen & Hattesen, 2018;Awidi & Paynter, 2019). In this process of change, independent learning is encouraged so that students become the protagonists by planning their work and time, and are also responsible for carrying out projects, thus encouraging an active role for students and greater effectiveness in the classroom (Iborra et al, 2016;Salcines et al, 2019;Pozo et al, 2020). Knowledge cannot be simply transferred, and it must be the students who construct the meaning of that knowledge (Weimer, 2013;Ramos & Bongers, 2018) as a central part of the learning process (Bennet et al, 2011;Montanes et al, 2018).…”