Impacto de una experiencia Flipped Classroom en las percepciones sobre el aprendizaje del alumnado de Ciencias de la Actividad Física y el Deporte

  1. Ricardo Martín-Moya
  2. Augusto Hoyo-Guillot
  3. Encarnación Ruiz-Montero
  4. Pedro Jesús Ruiz-Montero
Revista:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Año de publicación: 2022

Título del ejemplar: March 2022 - First On-line (In-press)

Volumen: 15

Número: 30

Páginas: 95-107

Tipo: Artículo

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Otras publicaciones en: Espiral. Cuadernos del profesorado

Resumen

A pesar de la popularidad del aula invertida, su efectividad para lograr un mayor compromiso y resultados de aprendizaje carece actualmente de evidencia empírica sustancial. Este estudio analizó las aportaciones de 54 estudiantes que participaron en un entorno de enseñanza invertido en el Doble Grado en Ciencias de la Actividad Física y del Deporte, concretamente en la asignatura de Biomecánica del Movimiento Humano. En general, los estudiantes informan una experiencia de aprendizaje más positiva y una mayor participación en el aula invertida. Se seleccionó un estudio con enfoque cualitativo partiendo de las aportaciones del alumnado a través de un diario reflexivo cumplimentado a lo largo de todo el semestre y entrevistas semiestructuradas. El análisis reveló seis categorías que los estudiantes destacan como especialmente propicias para su aprendizaje; compromiso con los compañeros, ser reconocido, relación con el profesor, entorno de aprendizaje físico, aprender con compañeros y usar videos para aprender nuevos contenidos. Los resultados indican que la dimensión afectiva de la participación de los estudiantes es particularmente prominente cuando los estudiantes reflexionan sobre el aprendizaje en el aula invertida.

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Fuente de los datos: Dialnet