Modelo estructural de factores extrínsecos influyentes en el flipped learning

Andrés, Santiago Mengual; Belmonte, Jesús López; Cabrera, Arturo Fuentes; Sánchez, Santiago Pozo

doi:10.5944/educxx1.23840

Cited by 35 publications

(41 citation statements)

References 31 publications

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“…Based on the literature analyzed, these results can be assigned to the characteristics inherent in preschool students. This typology of students may be considered an obstacle for the application of the flipped learning approach when faced with situations with a difficult resolution [39,56]. For students of these age ranges, the requirement for certain levels of abstraction during the application of the approach [19] and the limited manageability of digital teaching platforms could be a significant impediment [31].…”

Section: Discussionmentioning

confidence: 99%

“…Despite all the benefits mentioned above, the flipped learning method can also generate some difficulties for the student. These complexities have been found mainly when the student is in situations with a difficult resolution [39,56], especially in situations related to the access and management of teaching platforms [31] and when dealing with concepts that require a high level of abstraction [19].…”

Section: Introductionmentioning

confidence: 99%

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Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

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The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

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“…Flipped learning is presented as a mixed methodology where face-to-face and virtual teaching are combined [16]. This approach has acquired a great projection; it is currently being used at all educational levels due to its effectiveness and its practical and dynamic components that make up the act of training [14,17,18].…”

Section: Educational Considerations About Flipped Learningmentioning

confidence: 99%

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

et al. 2020

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Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.

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“…By contrast, we observe that the findings have been achieved through traditional formative action, as has happened in this study. In particular, all attitudinal academic indicators such as motivation [40,41,53,54,57], autonomy [22,23,37,38,52,58], collaboration [28,29,[31][32][33]60], participation [34,[62][63][64], problem solving [24,25,35,36], and class time [30,59] have presented analogy with other reported studies of scientific literature, as reflected.…”

Section: Discussionmentioning

confidence: 60%

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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Modelo estructural de factores extrínsecos influyentes en el flipped learning

Cited by 35 publications

References 31 publications

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

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