Mejora del rendimiento académico a través de la metodología de aula invertida centrada en el aprendizaje activo del estudiante universitario de ciencias de la educación

  1. Mingorance, A.C. 1
  2. Trujillo, J.M. 1
  3. Cáceres, P. 1
  4. Torres, C. 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Journal:
Journal of sport and health research

ISSN: 1989-6239

Year of publication: 2017

Volume: 9

Issue: 1

Pages: 129-136

Type: Article

DIALNET GOOGLE SCHOLAR

More publications in: Journal of sport and health research

Abstract

The new Higher Education Framework suggests transforming the paradigm of intervention, focusing on more active, hybrid methods that are centered on the student’s learning process, where technological tools aimed at developing and improving the teaching-learning process can be incorporated. The initial intention is to determine whether the average grades of students using the flipped method are significantly higher than the average grades of those students using traditional methods. This project, which can be considered an empirical/practical exploratory work, uses an ex post facto study with a retrospective design and a quasi-control group; the data collection process has a cross-sectional design. Results have shown there is a significant difference between the average grades of students who use a flipped method and the average grades of those who do not, with the former obtaining higher marks than the latter.

Bibliographic References

  • Davies, R.S., Dean, D.L. y Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4),563-580. DOI:10.1007/s11423-013-9305-6
  • Educause Learning Initiative (2012). 7 things you should know about flipped classrooms. Recuperado de https://goo.gl/zJSGO3
  • Guy, R. y Marquis, G. (2016). The flipped classroom: A comparison of student performance using instructional videos and podcasts versus the lecture-based model of instruction. Issues in Informing Science and Information Technology, 13,1-13. Recuperado de http://goo.gl/xQJU5K
  • Horn, M.B. y Staker, H. (2014). Blended: Using Disruptive Innovation to Improve Schools. San Francisco: Jossey-Bass.
  • Iraurgi, I. (2009). Evaluación de resultados clínicos (II): Las medidas de la significación clínica o los tamaños del efecto. Norte de Salud Mental, 8(34), 94-110. Recuperado de https://revistanorte.es/index.php/revista/artic le/view/601
  • Koo, C.L., Demps, E.L., Farris, C., Bowman, J.D., Panahi, L. y Boyle, P. (2016). Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course. American Journal of Pharmaceutical Education, 80(2),1-9. DOI:http://dx.doi.org/10.5688/ajpe80233
  • León, O. y Montero, I. (2003). Métodos de investigación en Psicología y Educación (3.ª ed.) [Research Methods in Psychology and Education]. Madrid: McGraw-Hill.
  • Maarek, J.I. y Kay, B. (2015), Assessment of Performance and Student Feedback in the Flipped Classroom. Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. DOI:10.18260/p.23602
  • Porcaro, P.A., Jackson, D.E., McLaughlin, P.M. y O’Malley, C.J. (2016). Curriculum Design of a Flipped Classroom to Enhance Haematology Learning. Journal of Science Education and Technology, 25(39),345-357. DOI:10.1007/s10956-015-9599-8
  • Tapscott, D. (2010). A hora da geração digital. Rio de Janeiro: Nova Fronteira Participaçoes.
Data source: Dialnet