Aprendizaje invertido como herramienta educativa potenciadora para mejorar la lengua inglesa
Contenido principal del artículo
Resumen
Este artículo pretende examinar la eficacia del Flipped Learning (FL) como metodología para enseñar asignaturas de inglés a alumnos de séptimo curso. El estudio sugiere que el FL fomenta un entorno de aprendizaje activo y atractivo al animar a los estudiantes a tomar el control de su proceso de aprendizaje. Mientras el profesor sigue siendo el principal facilitador, guía a los alumnos y les proporciona una evaluación continua y práctica. La investigación muestra que la aplicación del modelo FL promueve la participación de los estudiantes y la interacción con el profesor, mejorando así el compromiso de los estudiantes. La sección de metodología de este artículo describe los procesos seguidos para recopilar datos, comenzando con un análisis bibliométrico para construir el estado del arte, seguido de un enfoque experimental para evaluar el método. Se utilizó una encuesta de escala Likert para medir las percepciones y opiniones de los estudiantes, demostrando ser un método eficaz de recogida de datos. Se utilizó un enfoque cuantitativo para evaluar las percepciones de los estudiantes sobre la FL. Los resultados revelan que FL es una metodología eficaz que mejora el compromiso, la motivación y los resultados de aprendizaje de los estudiantes. En consecuencia, el análisis sugiere que FL es un enfoque didáctico innovador que puede mejorar la motivación de los estudiantes y los resultados del aprendizaje mediante el diseño y la aplicación de estrategias pedagógicas innovadoras.
Palabras Clave
Flipped learning, Education innovation, Pedagogical technology integration, Active learning, ICT for Education, Digital environments. Aprendizaje invertido, Innovación educativa, Integración de la tecnología pedagógica, Aprendizaje activo, TIC para la Educación, Entornos digitales. Aprendizagem invertida, inovação educacional, integração de tecnologia pedagógica, aprendizagem ativa, TIC para a Educação, ambientes digitais.
Citas
Acosta, W. (2018). Innovación social educativa: una Aguayo Vergara, M., Bravo Molina, M., Nocetti de la Barra, A., Concha Sarabia, L. y Aburto Godoy, R. (2018). Perspectiva estudiantil del modelo pedagógico flipped classroom o aula invertida en el aprendizaje del Inglés como len- gua extranjera. Revista Educación, 43, 97-112. https://doi.org/10.15517/revedu.v43i1.31529
Boubih, S., Aidoun, A., El Alaoui, M. e Idrissi, R. J. (2020). The effectiveness of the Flipped Classroom in a teacher training context. Universal Journal of Educational Research, 8(11B), 6061-6071. https://doi.org/10.13189/ujer.2020.082242
Bursa, S. y Cengelci Kose, T. (2020). The effect of Flipped Classroom Practices on students’ academic achievement and responsibility levels in social studies course. Turkish Online Journal of Distance Education, 21(4), 143-159. https://doi.org/10.17718/TOJDE.803390
Cárdenas, J. e Inga, E. (2021). Methodological experience in the teaching-learning of the English language for students with visual impairment. Education Sciences, 11(9).
https://doi.org/10.3390/educsci11090515
Chen-Quesada, E., Cerdas-Montano, V. y Rosabal- Vitoria, S. (2020). Pedagogical management models: Factors of participation, change, and innovation in Costa Rican educational centers. Revista Electronica Educare, 24(2). https://doi.org/10.15359/ree.24-2.16
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J. y Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped class- room methodology. Education Sciences, 10(10), 1-19. https://doi.org/10.3390/educsci10100275
Crawford, J. y Cifuentes-faura, J. (2022). Sustainability in Higher Education during the COVID-19 Pandemic : A Systematic Review. Sustainability, 1-11.
https://doi.org/https://doi.org/10.3390/su14031879 Cueva, A. e Inga, E. (2022). Information and communica- tion technologies for education considering the
flipped learning model. Education Sciences, 12(3), 207. https://doi.org/10.3390/educsci12030207
Fernández-Carballo, M. V. (2022). Influencia del aprendi- zaje invertido en la actitud hacia una asignatura de lengua extranjera. Innoeduca. International Journal of Technology and Educational Innovation, 8(1), 44-58.
https://doi.org/10.24310/innoeduca.2022.v8i1.11942 Fischer, I. D. y Yang, J. C. (2022). Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills. International Journal
of Educational Technology in Higher Education, 19(1).
https://doi.org/10.1186/s41239-022-00320-2 González-Urgilés, M. C., García-Herrera, D. G., Cárdenas-
Cordero, N. M. y Erazo-Álvarez, J. C. (2020). Aula invertida como estrategia para la enseñanza de la asignatura de Inglés. Cienciamatria, 6(3), 333-353. https://doi.org/10.35381/cm.v6i3.404
Hartikainen, S., Rintala, H., Pylväs, L. y Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 9-12. https://doi.org/10.3390/educsci9040276
Hernández-Sellés, N. (2021). Herramientas que facilitan el aprendizaje colaborativo en entornos virtuales: nuevas oportunidades para el desarrollo de las ecologías digitales de aprendizaje. Educatio Siglo XXI, 39(2), 81-100.
https://doi.org/10.6018/educatio.465741
Holm, L. B., Rognes, A. y Dahl, F. A. (2022). The FLIPPED STEP study: A randomized controlled trial of flipped vs. traditional classroom teaching
in a university-level statistics and epidemiolo- gy course. International Journal of Educational Research Open, 3(August), 100197. https://doi.org/10.1016/j.ijedro.2022.100197
Hossein-Mohand, H., Trujillo-Torres, J. M., Gómez- García, M., Hossein-Mohand, H. y Campos-Soto,
A. (2021). Analysis of the use and integration of the flipped learning model, project-based lear- ning, and gamification methodologies by secon- dary school mathematics teachers. Sustainability (Switzerland), 13(5), 1-18. https://doi.org/10.3390/su13052606
Huang, T. X., Kuo, H. H., Lo, T. S., Liang, C. C., Lin, Y. H.
y Chou, H. H. (2022). Combing pre-workshop, web-based learning and hands-on workshop as a flipped classroom clinical skill training model during the COVID-19 pandemic. Taiwanese Journal of Obstetrics and Gynecology, 61(5), 755- 760. https://doi.org/10.1016/j.tjog.2021.10.008
Huang, Y. M., Silitonga, L. M. y Wu, T. T. (2022). Applying a business simulation game in a fli- pped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers and Education, 183(January), 104494. https://doi.org/10.1016/j.compedu.2022.104494
Inga, E. e Hincapié, R. (2015). Creación de artículos académicos basados en minería de datos y Web
2.0 para incrementar la producción científica en ingeniería. Revista Educación en Ingeniería, 10(20), 65-74. https://doi.org/10.26507/rei.v10n20.567
Inga, E., Inga, J. y Cárdenas, J. (2021). Planning and Strategic management of higher education con- sidering the vision of Latin America. Education Sciences, 11(4), 1-15. https://doi.org/10.3390/educsci11040188
Jia, C., Hew, K. F., Jiahui, D.,y Liuyufeng, L. (2023). Towards a fully online flipped classroom model to support student learning outcomes and enga- gement: A 2-year design-based study. The Internet and Higher Education, 56(August 2022), 100878. https://doi.org/10.1016/j.iheduc.2022.100878
Leão, P., Coelho, C., Campana, C. y Viotto, M. H. (2022). Flipped classroom goes sideways: reflections on active learning methodologies. Revista de Gestao. https://doi.org/10.1108/REGE-04-2021-0066
Li, C. T., Hou, H. T., Li, M. C. y Kuo, C. C. (2022).
Comparison of Mini-Game-Based Flipped Classroom and Video-Based Flipped Classroom: an analysis of learning performance, flow and concentration on discussion. Asia-Pacific Education Researcher, 31(3), 321-332. https://doi.org/10.1007/s40299-021-00573-x
Maya, C., Iglesias, J. y Giménez, X. (2021). Synchronous Flipped Classroom in STEM subjects. Revista de Educación, 391(1), 61-97. https://doi. org/10.4438/1988-592X-RE-2021-391-469
Mayer, J., Wienand, M., Scholl, N., Sayar, S. y Quick, R. (2021). Are you flippin’ the classrooms right- a requirements analysis of two user groups: practi- tioners and students. ScholarSpace, 24-33. https://doi.org/10.24251/HICSS.2021.004
Moghadam, S. N. y Razavi, M. R. (2022). The effect of the Flipped Learning method on academic perfor- mance and creativity of primary school students. Revue Europeenne de Psychologie Appliquee, 72(5), 100811.
https://doi.org/10.1016/j.erap.2022.100811 Moncayo-Bermúdez, H. A. y Prieto Lopez, Y. (2022). El
uso de metodologías de aprendizaje activo para fomentar el desarrollo del pensamiento visible en los estudiantes de bachillerato de U.E.F. Víctor Naranjo Fiallo. Digital Publisher, 1, 43-57. https://doi.org/10.33386/593dp.2022.1-1.980
Nja, C. O., Orim, R. E., Neji, H. A., Ukwetang, J. O., Uwe,
U. E. e Ideba, M. A. (2022). Students’ attitude and academic achievement in a flipped classroom. Heliyon, 8(1), e08792. https://doi.org/10.1016/j.heliyon.2022.e08792
Parra-González, M. E., Belmonte, J. L., Segura-Robles,
A. y Cabrera, A. F. (2020). Active and emer- ging methodologies for ubiquitous education: Potentials of flipped learning and gamification. Sustainability (Switzerland), 12(2). https://doi.org/10.3390/su12020602
Ramirez, A. (2022). Educational Innovation in adult lear- ning considering digital transformation for social inclusion. Education Sciences, 12(12), 17. https://doi.org/10.3390/educsci12120882
Rivadeneira, J. e Inga, E. (2023). Interactive Peer Instruction method applied to classroom envi- ronments considering an educational enginee- ring approach to innovate the teaching-learning process. Education Sciences, 13(3), 1-25. https://doi.org/10.3390/educsci13030301
Ruiz-Jiménez, M. C., Martínez-Jiménez, R., Licerán- Gutiérrez, A. y García-Martí, E. (2022). Students’ attitude: Key to understanding the improve- ment of their academic RESULTS in a flipped classroom environment. International Journal of Management Education, 20(2). https://doi.org/10.1016/j.ijme.2022.100635
Safapour, E., Kermanshachi, S. y Taneja, P. (2019). A review of nontraditional teaching methods: flipped classroom, gamification, case study. Education Scineces, 9(4), 273.
https://doi.org/10.3390/educsci9040273 Sánchez, A., Franco, A., Manuel, D., Cepeda, R., Lucía,
V., Manuel, D. y Franco, A. (2022). Enfoques en el currículo , la formación docente y metodolo- gía en la enseñanza y aprendizaje del inglés: una revisión de la bibliografía y análisis de resultados. Revista Educación, 46, 15. https://doi.org/10.15517/revedu.v46i1.45048
Serrano Pastor, R. M. y Casanova López, O. (2018). Recursos tecnológicos y educativos destinados al enfoque pedagógico Flipped Learning. REDU. Revista de Docencia Universitaria, 16(1), 155. https://doi.org/10.4995/redu.2018.8921
Shaw, R. y Patra, B. K. (2022). Classifying students based on cognitive state in flipped learning pedagogy. Future Generation Computer Systems, 126, 305-
317. https://doi.org/10.1016/j.future.2021.08.018 Staddon, R. V. (2022). A supported flipped learning model for mathematics gives safety nets for
online and blended learning. Computers and Education Open, 3(April), 100106. https://doi.org/10.1016/j.caeo.2022.100106
Umar, M. y Ko, I. (2022). E-Learning: direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 Pandemic. Sustainability (Switzerland), 14(3). https://doi.org/10.3390/su14031724
Xavier, F., Velásquez, A., Ramos, V. R. y Arteaga, F. S. (2020). Competencias de innovación en entor- nos virtuales de aprendizaje basados en gestión del conocimiento. Estudios de La Gestión. Revista Internacional de Administración, 7(7), 222-250. https://doi.org/10.32719/25506641.2020.7.9
Yangari, M. e Inga, E. (2021). Article educational inno- vation in the evaluation processes within the flipped and blended learning models. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090487
Boubih, S., Aidoun, A., El Alaoui, M. e Idrissi, R. J. (2020). The effectiveness of the Flipped Classroom in a teacher training context. Universal Journal of Educational Research, 8(11B), 6061-6071. https://doi.org/10.13189/ujer.2020.082242
Bursa, S. y Cengelci Kose, T. (2020). The effect of Flipped Classroom Practices on students’ academic achievement and responsibility levels in social studies course. Turkish Online Journal of Distance Education, 21(4), 143-159. https://doi.org/10.17718/TOJDE.803390
Cárdenas, J. e Inga, E. (2021). Methodological experience in the teaching-learning of the English language for students with visual impairment. Education Sciences, 11(9).
https://doi.org/10.3390/educsci11090515
Chen-Quesada, E., Cerdas-Montano, V. y Rosabal- Vitoria, S. (2020). Pedagogical management models: Factors of participation, change, and innovation in Costa Rican educational centers. Revista Electronica Educare, 24(2). https://doi.org/10.15359/ree.24-2.16
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J. y Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped class- room methodology. Education Sciences, 10(10), 1-19. https://doi.org/10.3390/educsci10100275
Crawford, J. y Cifuentes-faura, J. (2022). Sustainability in Higher Education during the COVID-19 Pandemic : A Systematic Review. Sustainability, 1-11.
https://doi.org/https://doi.org/10.3390/su14031879 Cueva, A. e Inga, E. (2022). Information and communica- tion technologies for education considering the
flipped learning model. Education Sciences, 12(3), 207. https://doi.org/10.3390/educsci12030207
Fernández-Carballo, M. V. (2022). Influencia del aprendi- zaje invertido en la actitud hacia una asignatura de lengua extranjera. Innoeduca. International Journal of Technology and Educational Innovation, 8(1), 44-58.
https://doi.org/10.24310/innoeduca.2022.v8i1.11942 Fischer, I. D. y Yang, J. C. (2022). Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills. International Journal
of Educational Technology in Higher Education, 19(1).
https://doi.org/10.1186/s41239-022-00320-2 González-Urgilés, M. C., García-Herrera, D. G., Cárdenas-
Cordero, N. M. y Erazo-Álvarez, J. C. (2020). Aula invertida como estrategia para la enseñanza de la asignatura de Inglés. Cienciamatria, 6(3), 333-353. https://doi.org/10.35381/cm.v6i3.404
Hartikainen, S., Rintala, H., Pylväs, L. y Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 9-12. https://doi.org/10.3390/educsci9040276
Hernández-Sellés, N. (2021). Herramientas que facilitan el aprendizaje colaborativo en entornos virtuales: nuevas oportunidades para el desarrollo de las ecologías digitales de aprendizaje. Educatio Siglo XXI, 39(2), 81-100.
https://doi.org/10.6018/educatio.465741
Holm, L. B., Rognes, A. y Dahl, F. A. (2022). The FLIPPED STEP study: A randomized controlled trial of flipped vs. traditional classroom teaching
in a university-level statistics and epidemiolo- gy course. International Journal of Educational Research Open, 3(August), 100197. https://doi.org/10.1016/j.ijedro.2022.100197
Hossein-Mohand, H., Trujillo-Torres, J. M., Gómez- García, M., Hossein-Mohand, H. y Campos-Soto,
A. (2021). Analysis of the use and integration of the flipped learning model, project-based lear- ning, and gamification methodologies by secon- dary school mathematics teachers. Sustainability (Switzerland), 13(5), 1-18. https://doi.org/10.3390/su13052606
Huang, T. X., Kuo, H. H., Lo, T. S., Liang, C. C., Lin, Y. H.
y Chou, H. H. (2022). Combing pre-workshop, web-based learning and hands-on workshop as a flipped classroom clinical skill training model during the COVID-19 pandemic. Taiwanese Journal of Obstetrics and Gynecology, 61(5), 755- 760. https://doi.org/10.1016/j.tjog.2021.10.008
Huang, Y. M., Silitonga, L. M. y Wu, T. T. (2022). Applying a business simulation game in a fli- pped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers and Education, 183(January), 104494. https://doi.org/10.1016/j.compedu.2022.104494
Inga, E. e Hincapié, R. (2015). Creación de artículos académicos basados en minería de datos y Web
2.0 para incrementar la producción científica en ingeniería. Revista Educación en Ingeniería, 10(20), 65-74. https://doi.org/10.26507/rei.v10n20.567
Inga, E., Inga, J. y Cárdenas, J. (2021). Planning and Strategic management of higher education con- sidering the vision of Latin America. Education Sciences, 11(4), 1-15. https://doi.org/10.3390/educsci11040188
Jia, C., Hew, K. F., Jiahui, D.,y Liuyufeng, L. (2023). Towards a fully online flipped classroom model to support student learning outcomes and enga- gement: A 2-year design-based study. The Internet and Higher Education, 56(August 2022), 100878. https://doi.org/10.1016/j.iheduc.2022.100878
Leão, P., Coelho, C., Campana, C. y Viotto, M. H. (2022). Flipped classroom goes sideways: reflections on active learning methodologies. Revista de Gestao. https://doi.org/10.1108/REGE-04-2021-0066
Li, C. T., Hou, H. T., Li, M. C. y Kuo, C. C. (2022).
Comparison of Mini-Game-Based Flipped Classroom and Video-Based Flipped Classroom: an analysis of learning performance, flow and concentration on discussion. Asia-Pacific Education Researcher, 31(3), 321-332. https://doi.org/10.1007/s40299-021-00573-x
Maya, C., Iglesias, J. y Giménez, X. (2021). Synchronous Flipped Classroom in STEM subjects. Revista de Educación, 391(1), 61-97. https://doi. org/10.4438/1988-592X-RE-2021-391-469
Mayer, J., Wienand, M., Scholl, N., Sayar, S. y Quick, R. (2021). Are you flippin’ the classrooms right- a requirements analysis of two user groups: practi- tioners and students. ScholarSpace, 24-33. https://doi.org/10.24251/HICSS.2021.004
Moghadam, S. N. y Razavi, M. R. (2022). The effect of the Flipped Learning method on academic perfor- mance and creativity of primary school students. Revue Europeenne de Psychologie Appliquee, 72(5), 100811.
https://doi.org/10.1016/j.erap.2022.100811 Moncayo-Bermúdez, H. A. y Prieto Lopez, Y. (2022). El
uso de metodologías de aprendizaje activo para fomentar el desarrollo del pensamiento visible en los estudiantes de bachillerato de U.E.F. Víctor Naranjo Fiallo. Digital Publisher, 1, 43-57. https://doi.org/10.33386/593dp.2022.1-1.980
Nja, C. O., Orim, R. E., Neji, H. A., Ukwetang, J. O., Uwe,
U. E. e Ideba, M. A. (2022). Students’ attitude and academic achievement in a flipped classroom. Heliyon, 8(1), e08792. https://doi.org/10.1016/j.heliyon.2022.e08792
Parra-González, M. E., Belmonte, J. L., Segura-Robles,
A. y Cabrera, A. F. (2020). Active and emer- ging methodologies for ubiquitous education: Potentials of flipped learning and gamification. Sustainability (Switzerland), 12(2). https://doi.org/10.3390/su12020602
Ramirez, A. (2022). Educational Innovation in adult lear- ning considering digital transformation for social inclusion. Education Sciences, 12(12), 17. https://doi.org/10.3390/educsci12120882
Rivadeneira, J. e Inga, E. (2023). Interactive Peer Instruction method applied to classroom envi- ronments considering an educational enginee- ring approach to innovate the teaching-learning process. Education Sciences, 13(3), 1-25. https://doi.org/10.3390/educsci13030301
Ruiz-Jiménez, M. C., Martínez-Jiménez, R., Licerán- Gutiérrez, A. y García-Martí, E. (2022). Students’ attitude: Key to understanding the improve- ment of their academic RESULTS in a flipped classroom environment. International Journal of Management Education, 20(2). https://doi.org/10.1016/j.ijme.2022.100635
Safapour, E., Kermanshachi, S. y Taneja, P. (2019). A review of nontraditional teaching methods: flipped classroom, gamification, case study. Education Scineces, 9(4), 273.
https://doi.org/10.3390/educsci9040273 Sánchez, A., Franco, A., Manuel, D., Cepeda, R., Lucía,
V., Manuel, D. y Franco, A. (2022). Enfoques en el currículo , la formación docente y metodolo- gía en la enseñanza y aprendizaje del inglés: una revisión de la bibliografía y análisis de resultados. Revista Educación, 46, 15. https://doi.org/10.15517/revedu.v46i1.45048
Serrano Pastor, R. M. y Casanova López, O. (2018). Recursos tecnológicos y educativos destinados al enfoque pedagógico Flipped Learning. REDU. Revista de Docencia Universitaria, 16(1), 155. https://doi.org/10.4995/redu.2018.8921
Shaw, R. y Patra, B. K. (2022). Classifying students based on cognitive state in flipped learning pedagogy. Future Generation Computer Systems, 126, 305-
317. https://doi.org/10.1016/j.future.2021.08.018 Staddon, R. V. (2022). A supported flipped learning model for mathematics gives safety nets for
online and blended learning. Computers and Education Open, 3(April), 100106. https://doi.org/10.1016/j.caeo.2022.100106
Umar, M. y Ko, I. (2022). E-Learning: direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 Pandemic. Sustainability (Switzerland), 14(3). https://doi.org/10.3390/su14031724
Xavier, F., Velásquez, A., Ramos, V. R. y Arteaga, F. S. (2020). Competencias de innovación en entor- nos virtuales de aprendizaje basados en gestión del conocimiento. Estudios de La Gestión. Revista Internacional de Administración, 7(7), 222-250. https://doi.org/10.32719/25506641.2020.7.9
Yangari, M. e Inga, E. (2021). Article educational inno- vation in the evaluation processes within the flipped and blended learning models. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090487
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