Palabras clave

Flipped learning, TIC, innovación docente, métodos de enseñanza, investigación educativa, análisis cuantitativo

Resumen

El flipped learning se considera un método didáctico en el que el docente requiere de una serie de competencias para su aplicación. El objetivo de esta investigación es analizar las capacidades para desarrollar buenas prácticas sobre flipped learning en docentes españoles de Educación Secundaria Obligatoria (ESO) y descubrir los factores que influyen en el desarrollo de buenas prácticas en dichos docentes. El método de investigación se fundamenta en una metodología cuantitativa, con un diseño de tipo descriptivo y correlacional. En el estudio participaron 1.743 docentes del territorio español. El instrumento usado es el cuestionario Flipped Classroom Teacher Scale (FCTS). Los resultados muestran que menos de la mitad de los docentes encuestados revelan competencias para desarrollar de forma adecuada una metodología fundamentada en el flipped learning, concretamente 758 docentes, donde la edad, el uso de las tecnologías de la información y comunicación (TIC) en el ámbito educativo, el tiempo de uso de las mismas en el ámbito personal, el número de dispositivos y la experiencia docente influyen en la aplicación del método. Se concluye que existe una relación lineal entre el apoyo institucional, la autoeficacia tecnológica, las creencias docentes y las estrategias de enseñanza para el desarrollo de buenas prácticas con flipped learning en el profesorado analizado, por lo que se postulan como factores condicionantes.

Ver infografía

Referencias

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. https://bit.ly/3v16x13

Link Google Scholar

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach every student in every class every day. ISTE.

Link Google Scholar

Bollen, K.A. (1989). Structural equations with latent variables. John Wiley y Sons. http://doi.org/10.1002/9781118619179

Link Google Scholar

Byrne, B.M. (2013). Structural equation modeling with AMOS: Basic concepts, applications, and programming, second edition multivariate applications series. Taylor & Francis. https://doi.org/10.4324/9780203805534

Link DOI | Link Google Scholar

Cabero, J., & Llorente, M.C. (2015). Tecnologías de la Información y la Comunicación (TIC): Escenarios formativos y teorías del aprendizaje. Revista Lasallista de Investigación, 12(2), 186-193. https://doi.org/10.22507/rli.v12n2a19

Link DOI | Link Google Scholar

Cabero, J., Arancibia, M.L., & Del-Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33. https://doi.org/10.7821/naer.2019.1.327

Link DOI | Link Google Scholar

Chou, C.L., Hung, M.L., Tsai, C.W., & Chang, Y.C. (2019). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4), 1420-1435. https://doi.org/10.1111/bjet.12895

Link DOI | Link Google Scholar

Cid, A.S., Guede, R., & Tolmos, P. (2018). La clase invertida en la formación inicial del profesorado: Acercando la realidad del aula de matemáticas. Bordón, 70(3), 77-93. https://doi.org/10.13042/bordon.2018.64127

Link DOI | Link Google Scholar

Demanet, J., & Van-Houtte, M. (2012). Teachers’ attitudes and students’ opposition: School misconduct as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28(6), 860-869. https://doi.org/10.1016/j.tate.2012.03.008

Link DOI | Link Google Scholar

Díez-Gutiérrez, E., & Díaz-Nafría, J.M. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 54, 49-58. https://doi.org/10.3916/C54-2018-05

Link DOI | Link Google Scholar

Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-020-10394-y

Link DOI | Link Google Scholar

El-Miedany, Y. (2019). Flipped learning. Rheumatology Teaching, 285-303. https://doi.org/10.1007/978-3-319-98213-7_15

Link DOI | Link Google Scholar

Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683

Link DOI | Link Google Scholar

Fernández, F.J., Fernández, M.J., & Rodríguez, J.M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educxx1.17907

Link DOI | Link Google Scholar

Froehlich, D.E. (2018). Non-technological learning environments in a technological world: Flipping comes to the aid. Journal of New Approaches in Educational Research, 7(2), 88-92. https://doi.org/10.7821/naer.2018.7.304

Link DOI | Link Google Scholar

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K.M. (2013). A white paper based on the literature review titled a review of flipped learning. Pearson. https://bit.ly/3dz1m0h

Link Google Scholar

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. https://doi.org/10.1016/j.learninstruc.2016.07.001

Link DOI | Link Google Scholar

Hernández, R., Fernández, C., & Baptista, M.P. (2014). Metodología de la investigación. McGraw Hill. https://bit.ly/38h2swc

Link Google Scholar

Hwang, G.J., Chang, S.C., Song, Y., & Hsieh, M.C. (2020). Powering up flipped learning: An online learning environment with a concept map?guided problem?posing strategy. Journal of Computer Assisted Learning, 1-17. https://doi.org/10.1111/jcal.12499

Link DOI | Link Google Scholar

Joo, Y.J., Joung, S., & Sim, W.J. (2011). Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities. Computers in Human Behavior, 27(2), 714-722. https://doi.org/10.1016/j.chb.2010.09.007

Link DOI | Link Google Scholar

Jovanovi?, J., Gaševi?, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74-85. https://doi.org/10.1016/j.iheduc.2017.02.001

Link DOI | Link Google Scholar

Jurado, P., Moreno-Guerrero, A.J., Marín-Marín, J.A., & Soler, R. (2020). The term equity in education: A literature review with scientific mapping in web of science. International Journal of Environmental Research and Public Health, 17(10), 1-17. https://doi.org/10.3390/ijerph17103526

Link DOI | Link Google Scholar

Karabulut-Ilgu, A., Jaramillo, N., & Jahren, C.T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411. https://doi.org/10.1111/bjet.12548

Link DOI | Link Google Scholar

Khan, I.U., Hameed, Z., Yu, Y., Islam, T., Sheikh, Z., & Khan, S.U. (2018). Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory. Telematics and Informatics, 35(4), 964-978. https://doi.org/10.1016/j.tele.2017.09.009

Link DOI | Link Google Scholar

Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65, 427-453. https://doi.org/10.1007/s11423-016-9502-1

Link DOI | Link Google Scholar

Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal of Science Education and Technology, 25(5), 775-781. https://doi.org/10.1007/s10956-016-9634-4

Link DOI | Link Google Scholar

Lin, H.C., Hwang, G.J., & Hsu, Y.D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions. Computers & Education, 139, 207-221. https://doi.org/10.1016/j.compedu.2019.05.014

Link DOI | Link Google Scholar

Long, T., Cummins, J., & Waugh, M. (2016). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200. https://doi.org/10.1007/s12528-016-9119-8

Link DOI | Link Google Scholar

López, M., & Bernal, C. (2019). El perfil del profesorado en la Sociedad Red: reflexiones sobre la competencia digital de los y las estudiantes en Educación de la Universidad de Cádiz. IJERI, 11, 83-100. https://bit.ly/2LIr8F0

Link Google Scholar

MacLeod, J., Yang, H.H., Zhu, S., & Shi, Y. (2017). Technological factors and student-to-student connected classroom climate in cloud classrooms. Journal of Educational Computing Research, 56(6), 826-847. https://doi.org/10.1177/0735633117733999

Link DOI | Link Google Scholar

Mardia, K.V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530, 519-530. https://doi.org/10.1093/biomet/57.3.519

Link DOI | Link Google Scholar

Mengual-Andrés, S., López-Belmonte, J., Fuentes-Cabrera, A., & Pozo-Sánchez, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educación XX1, 23(1), 75-101. https://doi.org/10.5944/educxx1.23840

Link DOI | Link Google Scholar

Ojando, E., Simon, J., Prats, M., Martinez, M., Santaolalla, E., & Torres, J. (2020). Evaluación de una experiencia formativa en Flipped Classroom para profesores universitarios de la Universidad Pontificia Comillas de Madrid. Aloma, 37(2), 53-61. https://doi.org/10.51698/aloma.2019.37.2.53-61

Link DOI | Link Google Scholar

Santiago, R., & Bergmann, J. (2018). Aprender al revés. Flipped learning 3.0 y metodologías activas en el aula. Paidós Educación.

Link Google Scholar

Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European physical education review, 26(1), 70-84. https://doi.org/10.1177/1356336X19826603

Link DOI | Link Google Scholar

Shaw, H., Ellis, D.A., & Ziegler, F.V. (2018). The Technology Integration Model (TIM). Predicting the continued use of technology. Computers in Human Behavior, 83, 204-214. https://doi.org/10.1016/j.chb.2018.02.001

Link DOI | Link Google Scholar

Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56. https://doi.org/10.1080/0305764X.2019.1625867

Link DOI | Link Google Scholar

Tang, T., Abuhmaid, A.M., Olaimat, M., Oudat, D.M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1-12. https://doi.org/10.1080/10494820.2020.1817761

Link DOI | Link Google Scholar

Thai, N.T.T., De-Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best blend of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003

Link DOI | Link Google Scholar

Tourón, J., & Santiago, R. (2015). El modelo flipped learning y el desarrollo del talento en la escuela=flipped learning model and the development of talent at school. Revista de educación, 368, 174-195. https://doi.org/10.4438/1988-592X-RE-2015-368-288

Link DOI | Link Google Scholar

Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678-690. https://doi.org/10.17509/ijal.v8i3.15270

Link DOI | Link Google Scholar

Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: Learning strategies across achievement levels and years. Medical Education Online, 25(1), 1-7. https://doi.org/10.1080/10872981.2019.1686949

Link DOI | Link Google Scholar

Crossmark

Ficha técnica

Recibido: 21-10-2020

Revisado: 16-12-2020

Aceptado: 15-02-2021

OnlineFirst: 15-04-2021

Fecha publicación: 01-07-2021

Tiempo de revisión del artículo : 56 días | Media tiempo revisión número 68: 37 días

Tiempo de aceptación del artículo: 117 días | Media tiempo aceptación número 68: 78 días

Tiempo de edición del preprint: 208 días | Media tiempo edición número preprint 68: 168 días

Tiempo de edición del artículo: 253 días | Media tiempo edición número 68: 213 días

Métricas

Métricas de este artículo

Vistas: 10762

Lectura del abstract: 9282

Descargas del PDF: 1480

Métricas completas de Comunicar 68

Vistas: 95208

Lectura del abstract: 83321

Descargas del PDF: 11887

Citado por

Citas en Web of Science

Pozo-Sanchez, Santiago; Lopez-Belmonte, Jesus; Fuentes-Cabrera, Arturo; Lopez-Nunez, Juan-Antonio; . Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty COMPUTERS IN HUMAN BEHAVIOR, 2021.

https://doi.org/10.3390/su13094901

Corell-Almuzara, Alfredo; Lopez-Belmonte, Jesus; Marin-Marin, Jose-Antonio; Moreno-Guerrero, Antonio-Jose; . COVID-19 in the Field of Education: State of the Art IJAZ ARABI JOURNAL OF ARABIC LEARNING, 2021.

https://doi.org/10.3390/su13105452

Fourati-Jamoussi, Fatma; Dubois, Michel J. F.; Chedru, Marie; Belhenniche, Geoffroy; . Education for Sustainable Development and Innovation in Engineering School: Students' Perception INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION, 2021.

https://doi.org/10.3390/su13116002

Dominguez-Lloria, Sara; Fernandez-Aguayo, Sara; Marin-Marin, Jose-Antonio; Alvarinas-Villaverde, Myriam; . Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19 EMBEDDING SERVICE LE, 2021.

https://doi.org/10.3390/su13115854

Marin-Marin, Jose-Antonio; Moreno-Guerrero, Antonio-Jose; Duo-Terron, Pablo; Lopez-Belmonte, Jesus; . STEAM in education: a bibliometric analysis of performance and co-words in Web of Science EDMA 0-6-EDUCACION MATEMATICA EN LA INFANCIA, 2021.

https://doi.org/10.1186/s40594-021-00296-x

Gao, Hui-Li; . The Impact of Quality of Experience of Chinese College Students on Internet-Based Resources English Learning FUTURE INTERNET, 2021.

https://doi.org/10.3390/fi13070162

Moreno-Guerrero, Antonio-Jose; Parra-Gonzalez, Maria-Elena; Lopez-Belmonte, Jesus; Segura-Robles, Adrian; . Innovating in Nutrition Education: Application of Gamification and Digital Resources in High School Students RETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION, 2022.

https://doi.org/#EANF#

Rodriguez-Garcia, Antonio-Manuel; Marin-Marin, Jose-Antonio; Lopez-Nunez, Juan-Antonio; Moreno-Guerrero, Antonio-Jose; . Do Age and Educational Stage Influence No-Mobile-Phone Phobia? INDIAN JOURNAL OF PSYCHIATRY, 2021.

https://doi.org/10.3390/ijerph18094450

Citas en Scopus

Actualmente no existen citas hacia este documento

Citas en Google Scholar

Huamán-Romaní, Y. L. (2021). The e-Learning Method for Teaching Mathematical Content in the COVID-19 Era. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 2045-2057.

https://www.turcomat.org/index.php/turkbilmat/article/view/4809

Rodríguez-García, A. M., Marín-Marín, J. A., López-Núñez, J. A., & Moreno-Guerrero, A. J. (2021). Do Age and Educational Stage Influence No-Mobile-Phone Phobia?. International Journal of Environmental Research and Public Health, 18(9), 4450.

https://www.mdpi.com/1082798

Corell-Almuzara, A., López-Belmonte, J., Marín-Marín, J. A., & Moreno-Guerrero, A. J. (2021). COVID-19 in the Field of Education: State of the Art. Sustainability, 13(10), 5452.

https://www.mdpi.com/2071-1050/13/10/5452

Pozo-Sánchez, S., López-Belmonte, J., Fuentes-Cabrera, A., & López-Núñez, J. A. (2021). Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty. Sustainability, 13(9), 4901.

https://www.mdpi.com/2071-1050/13/9/4901

Unceta, A., Guerra, I., & Barandiaran, X. (2021). Integrating Social Innovation into the Curriculum of Higher Education Institutions in Latin America: Insights from the Students4Change Project. Sustainability, 13(10), 5378.

https://www.mdpi.com/2071-1050/13/10/5378

García Guerrero, J., Rodríguez Reséndiz, J., Rodríguez Reséndiz, H., Álvarez-Alvarado, J. M., & Rodríguez Abreo, O. (2021). Sustainable Glass Recycling Culture-Based on Semi-Automatic Glass Bottle Cutter Prototype. Sustainability, 13(11), 6405.

https://www.mdpi.com/2071-1050/13/11/6405

Fourati-Jamoussi, F., Dubois, M. J., Chedru, M., & Belhenniche, G. (2021). Education for Sustainable Development and Innovation in Engineering School: Students’ Perception. Sustainability, 13(11), 6002.

https://www.mdpi.com/2071-1050/13/11/6002

Domínguez-Lloria, S., Fernández-Aguayo, S., Marín-Marín, J. A., & Alvariñas-Villaverde, M. (2021). Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19. Sustainability, 13(11), 5854.

https://www.mdpi.com/1121000

José-Antonio, M. M., Moreno-Guerrero, A. J., Pablo, D. T., & Jesús, L. B. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(1).

...

Marín-Marín, J. A., Moreno-Guerrero, A. J., Dúo-Terrón, P., & López-Belmonte, J. (2021). STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education, 8(1), 1-21.

https://link.springer.com/article/10.1186/s40594-021-00296-x

Gao, H. (2021). The Impact of Quality of Experience of Chinese College Students on Internet-Based Resources English Learning. Future Internet, 13(7), 162.

https://www.mdpi.com/1158440

López-Belmonte, J., Moreno-Guerrero, A. J., Pozo-Sánchez, S., & Marín-Marín, J. A. (2021). Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science. Australasian Journal of Educational Technology, 119-140.

https://ajet.org.au/index.php/AJET/article/view/6940

Moreno-Guerrero, A. J., Parra-González, M. E., López-Belmonte, J., & Robles, A. S. (2022). Innovating in Nutrition Education: Application of Gamification and Digital Resources in High School Students (Innovando en educación nutricional: Aplicación de la gamificación y recursos digitales en estudiantes de secundaria). Retos, 43, 438-446.

...

Pulido, M. P. (2021). El aprendizaje cooperativo y la gamificación como buenas prácticas docentes en las aulas de infantil. Editorial Inclusión.

...

Mayorca Tinoco, A. (2021). Método “Flipped Classroom” para mejorar la competencia lee diversos tipos de textos en inglés-textos discontinuos en una Institución educativa secundaria-2021.

#EANF#

Marín, J. A. M., Soto, M. N. C., Navas-Parejo, M. R., & García, G. G. (2021, October). Gamification as a Motivational and Socio-educational Resource in Classrooms with Students at Risk of Social Exclusion. In International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning (pp. 185-192). Springer, Cham.

https://link.springer.com/chapter/10.1007/978-3-030-86618-1_19

Guerrero, A. J. M., González, M. E. P., Belmonte, J. L., & Robles, A. S. (2022). Innovating in nutrition education: Application of gamification and digital resources in high school students. Retos: nuevas tendencias en educación física, deporte y recreación, (43), 438-446.

https://dialnet.unirioja.es/descarga/articulo/8056549.pdf

Descarga

Métricas alternativas

Cómo citar

Moreno-Guerrero, A., Soler-Costa, R., Marín-Marín, J., & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. [Flipped learning y buenas prácticas docentes en educación secundaria]. Comunicar, 68, 107-117. https://doi.org/10.3916/C68-2021-09

Compartir

           

Apartado de Correos 527

21080 Huelva (España)

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X