Flipped Learning como alternativa pedagógica para el trabajo de la expresión musical en tiempos de pandemia

  1. Santiago Pozo-Sánchez
  2. Antonio-José Moreno-Guerrero
  3. Juan-Antonio López-Núñez
  4. Jesús López-Belmonte
Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2023

Issue: 47

Pages: 384-393

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

The inclusion of methodological innovation is a reality present in teaching in general. In this trend towards the optimization of the teaching and learning process, the flipped learning or inverted learning model is positioned, an interesting methodological resource for the dynamization of the classroom. This study analyzes the effectiveness of flipped learning for the work of musical expression, compared to a traditional training methodology. For this, a quasi-experimental design has been developed in a sample of 59 secondary school students. The results obtained reflect that the use of a traditional method or the flipped learning model generates variable results and significant changes in each of the dimensions analyzed: interactions, access to content, autonomy, collaboration, deepening, problem solving, use of class time and grades. It is concluded that flipped learning has a positive influence on various socio-educational dimensions, which allows optimization of the teaching and learning process and is an interesting tool for innovation in music teaching.

Bibliographic References

  • Akbel, B.A. (2018). Students' and Instructors' Opinions on the Implementation of Flipped Learning Model for Cello Education in Turkish Music. Journal of Education and Training Studies, 6(8), 1-11. https://doi.org/10.11114/jets.v6i8.3256
  • Awidi, I.T. & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013
  • Báez, C.I. & Clunie, C.E. (2019). Una mirada a la Educación Ubicua. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 325-344. https://doi.org/10.5944/ried.22.1.22422
  • Bauer, C., Graney, J.M., Marshall, H.W. & Sabieh, C. (2016). Flipped learning in TESOL: Definitions, approaches, and implementation. Tesol Journal, 7(2), 429-437. https://doi.org/10.1002/tesj.250
  • Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach every student in every class every day. ISTE.
  • Bognar, B., Sablić, M. & Škugor, A. (2019). Flipped learning and Online Discussion in Higher Education Teaching. En C. Reidsema, L. Kavanagh, R. Hadgraft, N. Smith (Eds.), The flipped classroom: Practice and practices in higher education; (pp. 371-392). New York, United State.
  • Carhill-Poza, A. (2019). Defining flipped learning for English learners in an urban secondary school. Bilingual Research Journal, 42(1), 90-104. https://doi.org/10.1080/15235882.2018.1561552
  • Chou, P.N. & Feng, S.T. (2019). Using a Tablet Computer Application to Advance High School Students’ Laboratory Learning Experiences: A Focus on Electrical Engineering Education. Sustainability, 11(2), 1–14. https://doi.org/10.3390/su11020381
  • Collis, B. & Moonen, J. (2010). Flexible learning in a digital world: Experiences and expectations. Open Learning: The Journal of Open, Distance and e-Learning, 17(3), 217-230. https://doi.org/10.1080/0268051022000048228
  • 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), 1-17. https://doi.org/10.3390/su13105452
  • De las Heras, R. & Espada, M. (2020). Estrategias y Estilos de Enseñanza en la Clase Magistral de estudios oficiales de Danza Española y Flamenco (Teaching Strategies and Styles in the Master Class of Official Spanish Dance and Flamenco Studies). Retos, 38, 671–678. https://doi.org/10.47197/retos.v38i38.77959
  • Doi, C. (2016). Applying the flipped classroom methodology in a first-year undergraduate music research methods course. Music Reference Services Quarterly, 19(2), 114-135. http://doi.org/10.1080/10588167.2016.1167427
  • Duker, P., Gawboy, A., Hughes, B. & Shaffer, K.P. (2015). Hacking the music theory classroom: Standards-based grading, just-in-time teaching, and the inverted class. Music Theory Online, 21(1), 1-23. https://bit.ly/2GeKwqx
  • El Miedany, Y. (2019). Flipped learning. En C. Reidsema, L. Kavanagh, R. Hadgraft, N. Smith (Eds.), The flipped classroom: Practice and practices in higher education (pp. 285-303). Springer.
  • Eyles, A.M. (2018). Teachers’ perspectives about implementing ICT in music education. Australian Journal of Teacher Education, 43(5), 110-131. http://doi.org/10.14221/ajte.2018v43n5.8
  • Fisher, R., Ross, B., LaFerriere, R. & Maritz, A. (2017). Flipped learning, flipped satisfaction, getting the balance right. Teaching & Learning Inquiry, 5(2), 114-127. https://doi.org/10.20343/teachlearninqu.5.2.9
  • González, D. (2022). Musicomotricidad: la música como herramienta psicomotriz en Educación Física (Musicmotricity: music as psychomotor tool for Physical Education). Retos, 43, 672–682. https://doi.org/10.47197/retos.v43i0.89717
  • 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
  • Hernández, R., Fernández, C. & Baptista, M.P. (2014). Metodología de la Investigación. McGraw Hill.
  • Jöreskog, K.G. (2001). Analysis of ordinal variables 2: Cross-Sectional Data. Text of the workshop “Structural equation modelling with LISREL 8.51”. Friedrich-Schiller-Universität Jena.
  • Karabulut, A., Jaramillo, N. & Hassall, L. (2018). Flipping to engage students: Instructor perspectives on flipping large enrolment courses. Australasian Journal of Educational Technology, 34(4), 123-137. https://doi.org/10.14742/ajet.4036
  • Lee, J., Park, T. & Davis, R.O. (2018). What affects learner engagement in flipped learning and what predicts its outcomes? British Journal of Educational Technology, 1, 1-18. https://doi.org/10.1111/bjet.12717
  • Long, T., Cummins, J. & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29, 179-200. https://doi.org/10.1007/s12528-016-9119-8
  • López-Belmonte, J., Marín-Marín J.A., Soler-Costa, R., and Moreno-Guerrero, A.J. (2020). Arduino Advances in Web of Science. A Scientific Mapping of Literary Production. IEEE Access, 8, 128674-128682. https://doi.org/10.1109/ACCESS.2020.3008572
  • López-Belmonte, J., Moreno-Guerrero, A.-J., López-Núñez, J.-A., & Pozo-Sánchez, S. (2021). Scientific production of flipped learning and flipped classroom in Web of Science. Texto Livre: Linguagem E Tecnologia, 14(1), 1-26. https://doi.org/10.35699/1983-3652.2021.26266
  • 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, 37(6), 119-140. https://doi.org/10.14742/ajet.6940
  • López-Belmonte, J., Pozo-Sánchez, S. & del Pino-Espejo, M. J. (2019). Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts. Journal of New Approaches in Educational Research, 8(2), 184-200. https://doi.org/10.7821/naer.2019.7.431
  • López-Belmonte, J., Pozo-Sánchez, S., Fuentes-Cabrera, A., & Vicente-Bújez, M. R. (2020). Escenarios innovadores en Educación Física: El trabajo de la expresión corporal y musical mediado por la robótica (Innovative scenarios in Physical Education: body and musical expression work mediated by robotics). Retos, 38, 567–575. https://doi.org/10.47197/retos.v38i38.77372
  • 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, 1-21. https://doi.org/10.1186/s40594-021-00296-x
  • 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
  • Miño, R., Domingo, M. & Sancho, J.M. (2018). Transforming the teaching and learning culture in higher education from a DIY perspective. Educación XX1, 22(1), 139-160. https://doi.org/10.5944/educXX1.20057
  • Montgomery, A.P., Mousavi, A., Carbonaro, M., Hayward, D.V. & Dunn, W. (2019). Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education. British Journal of Educational Technology, 50(1), 114-127. https://doi.org/10.1111/bjet.12590
  • Moreno-Guerrero, A.J., López-Belmonte, J., Marín-Marín, J.A. & Soler-Costa, R. (2020). Scientific development of educational artificial intelligence in Web of Science. Future Internet, 12(8), 1-18. https://doi.org/10.3390/fi12080124
  • Moreno-Guerrero, A. J., Marín-Marín, J. A., Parra-González, M. E., & López-Belmonte, J. (2022). Computer in education in the 21st century. A scientific mapping of the literature in Web of Science. Campus Virtuales, 11(1), 201-223. https://doi.org/10.54988/cv.2022.1.1019
  • Moreno-Guerrero, A., Soler-Costa, R., Marín-Marín, J. & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. Comunicar, 29(68), 107-117. https://doi.org/10.3916/C68-2021-09
  • Pinos-Vélez, V., Quinde-Herrera, K., Abril-Ulloa, V., Moscoso, B., Carrión, G. & Urgilés, J. (2020). Designing the Pre-Class and Class to Implement the Flipped Learning Model in a Research Methodology Course. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 15(1), 43-49. https://doi.org/10.1109/RITA.2020.2978422
  • Pozo-Sánchez, S., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms. Journal of New Approaches in Educational Research, 11(2), 307-322. http://dx.doi.org/10.7821/naer.2022.7.1025
  • Pozo-Sánchez, S., López-Belmonte, J., Fuentes-Cabrera, A. & López-Núñez, J. A. (2021). Aplicación trietápica del flipped learning en el área de las ciencias. Campus Virtuales, 10(1), 35-47.
  • Pozo-Sánchez, S., López-Belmonte, J., Moreno-Guerrero, A. J. & Hinojo-Lucena, F. J. (2020). Flipped learning y competencia digital: Una conexión docente necesaria para su desarrollo en la educación actual. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 127-141. https://doi.org/10.6018/reifop.422971
  • Pozo-Sánchez, S., López-Belmonte, J., Moreno-Guerrero, A.J. & López-Núñez, J.A. (2019). Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching. Sustainability, 11(21), 1-15. https://doi.org/10.3390/su11215968
  • Rodríguez, N. (2011). Diseños experimentales en educación. Revista de Pedagogía, 32, 147–158.
  • Salas, R.A. & Lugo, J.L. (2019). Impacto del aula invertida durante el proceso educativo superior sobre las derivadas considerando la ciencia de datos y el aprendizaje automático. EDMETIC, Revista de Educación Mediática y TIC, 8(1), 147-170. https://doi.org/10.21071/edmetic.v8i1.9542
  • Serrano, R.M. (2017). Tecnología y educación musical obligatoria en España: referentes para la implementación de buenas prácticas. Revista Electrónica Complutense de Investigación en Educación Musical, 14, 153-169. https://doi.org/10.5209/RECIEM.54848
  • Soler-Costa, R., Moreno-Guerrero, A.-J., López-Belmonte, J., & Marín-Marín, J.-A. (2021). Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science. Sustainability, 13(3), 1-20. https://doi.org/10.3390/su13031481
  • Thayer-Morel, T. (2012). Música y tecnología: taller para la integración de las TIC en el aula de educación musical. Contextos: Estudios de Humanidades y Ciencias Sociales, 27, 109-124.
  • Tse, W.S., Choi, L.Y. & Tang, W.S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398. https://doi.org/10.1111/bjet.12569
  • Urgilés, J., Carrión, G.B., Pinos, V., Abril, S.V. & Quinde, K. (2019). Experiences in the application of the flipped learning model in a music technology course. Maskana, 10(2), 15-20. https://doi.org/10.18537/mskn.10.02.02
  • Van der Veen, J., De Boer, W.F. & Collis, B. (2020). Didactics for web learning environments: Active learning. Dinkel Institute, University of Twente.
  • Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. https://doi.org/10.1016/j.chb.2016.12.085
  • Yılmaz, A. & Soyer, F. (2018). Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children. Education Science, 8(2), 1–8. https://doi.org/10.3390/educsci8020089
Data source: Dialnet