Aula invertida de educación superior: una revisión de literatura reciente
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Mar 5, 2020
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Un enfoque innovador de aprendizaje en el nivel de educación superior es sin duda el aula invertida, la aplicación de nuevas tecnologías en el campo educativo está ayudando a las educaciones con ventajas reales en esta era digital que involucra a los estudiantes y tutores en el aprendizaje invertido en el aula. El presente estudio evalúa una revisión eficiente de la bibliografía en el aula invertida, con el objetivo de ventajas con sus desafíos que enfrentan dos actores principales; Estudiantes universitarios y profesores. El efecto del modelo invertido y su mejora en la educación superior se lleva a cabo en interés de su funcionamiento en varios campos académicos. Se discuten las ventajas e intereses del modelo invertido en la enseñanza de contenidos que rompen el modelo tradicional con el acceso y la aplicación de herramientas tecnológicas en el contexto académico. La investigación concluye con una sugerencia basada en la influencia de la tecnología como un recurso de adquisición de aprendizaje y la evidencia de mejora en la vida académica del alumno con el desempeño y la práctica del enfoque de modelo invertido.
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Andrade Mendoza, J. L., Yumi Guacho, L. M., & Ramos Jiménez, R. B. (2020). Aula invertida de educación superior: una revisión de literatura reciente. ConcienciaDigital, 3(1.2), 80-91. https://doi.org/10.33262/concienciadigital.v3i1.2.1180
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Frisby, B. N., & Martin, M. M. (2010). Instructor - Student and student - Student rapport in the classroom. Communication Education, 59(2), 146–164. Retrieved from https://doi.org/10.1080/03634520903564362
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Kim, M., Kim, S., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. Retrieved from https://doi.org/10.1016/j.compedu.2016.05.006
Rawas, H., Bano, N., & Alaidarous, S. (2019). Comparing the effects of individual versus group face-to-face class activities in flipped classroom on student’s test performances. Health Professions Education, (9), 1–9. Retrieved from https://doi.org/10.1016/j.hpe.2019.06.002
See, S., & Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585–588. Retrieved from https://doi.org/10.1016/j.cptl.2014.03.003
Uzunboylu, H., & Karagozlu, D. (2015). Flipped classroom: A review of recent literature. World Journal on Educational Technology, 7(2), 142. Retrieved from https://doi.org/10.18844/wjet.v7i2.46
Alten, D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28(May), 1–18. Retrieved from https://doi.org/10.1016/j.edurev.2019.05.003
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126(January), 334–345. Retrieved from https://doi.org/10.1016/j.compedu.2018.07.021
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers and Education, 128(September 2018), 269–283. Retrieved from https://doi.org/10.1016/j.compedu.2018.09.013
Beenen, G., & Arbaugh, B. (2019). Flipping class: Why student expectations and person-situation fit matter. International Journal of Management Education, 17(3), 100311. Retrieved from https://doi.org/10.1016/j.ijme.2019.100311
Bergmann, J., & Sams, A. (2008). Remixing chemistry class. Learning and Leading with Technology, 36(4), 24–27.
Bishop, J., & Verleger, M. (2013). Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. Proceedings - Frontiers in Education Conference, FIE, 161–163. https://doi.org/10.1109/FIE.2013.6684807
Bouwmeester, R. A. M., de Kleijn, R. A. M., van den Berg, I. E. T., ten Cate, O. T. J., van Rijen, H. V. M., & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers and Education, 139(May), 118–128. Retrieved from https://doi.org/10.1016/j.compedu.2019.05.002
Camiling, M. K. (2017). The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School. IAFOR Journal of Education, 5(SI), 213–230. Retrieved from https://doi.org/10.22492/ije.5.si.10
Chilingaryan, K., & Zvereva, E. (2017). Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 237(June 2016), 1500–1504. Retrieved from https://doi.org/10.1016/j.sbspro.2017.02.236
Freeman, C., & Herreid, N. A. S. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62–66.
Frisby, B. N., & Martin, M. M. (2010). Instructor - Student and student - Student rapport in the classroom. Communication Education, 59(2), 146–164. Retrieved from https://doi.org/10.1080/03634520903564362
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14(1), 1–9. Retrieved from https://doi.org/10.1186/1472-6920-14-181
Gilboy, M., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. Retrieved from https://doi.org/10.1016/j.jneb.2014.08.008
Goh, C., & Ong, E. (2019). Flipped classroom as an effective approach in enhancing student learning of a pharmacy course with a historically low student pass rate. Currents in Pharmacy Teaching and Learning, 11(6), 621–629. Retrieved from https://doi.org/10.1016/j.cptl.2019.02.025
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. Retrieved from https://doi.org/10.1016/j.learninstruc.2016.07.001
Kim, M., Kim, S., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. Retrieved from https://doi.org/10.1016/j.compedu.2016.05.006
Rawas, H., Bano, N., & Alaidarous, S. (2019). Comparing the effects of individual versus group face-to-face class activities in flipped classroom on student’s test performances. Health Professions Education, (9), 1–9. Retrieved from https://doi.org/10.1016/j.hpe.2019.06.002
See, S., & Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6(4), 585–588. Retrieved from https://doi.org/10.1016/j.cptl.2014.03.003
Uzunboylu, H., & Karagozlu, D. (2015). Flipped classroom: A review of recent literature. World Journal on Educational Technology, 7(2), 142. Retrieved from https://doi.org/10.18844/wjet.v7i2.46