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.

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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 (en días) | Media de tiempo de revisión de los manuscritos del número 68: 37 (en días)

Tiempo de aceptación del artículo: 117 (en días) | Media tiempo aceptación de los manuscritos del número 68: 78 (en días)

Tiempo de edición OnlineFirst: 208 (en días) | Media tiempo edición de los OnlineFirst del número 68: 168 (en días)

Tiempo de publicacicón final del artículo: 253 (en días) | Media tiempo de publicación final de los articulos del número 68: 213 (en días)

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Singh, M., Bharti, S., Kaur, H., Arora, V., Saini, M., Kaur, M., & Singh, J. (2022). A Facial and Vocal Expression Based Comprehensive Framework for Real-Time Student Stress Monitoring in an IoT-Fog-Cloud Environment. IEEE Access, 10, 63177-63188.

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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

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