Modelo estructural de factores extrínsecos influyentes en el flipped learning

  1. Santiago Mengual-Andrés 1
  2. Jesús López Belmonte 2
  3. Arturo Fuentes Cabrera 3
  4. Santiago Pozo Sánchez 3
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad Internacional de Valencia
    info

    Universidad Internacional de Valencia

    Valencia, España

    ROR https://ror.org/00gjj5n39

  3. 3 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Erakutsi afiliazioak +
Aldizkaria:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Argitalpen urtea: 2020

Alea: 23

Zenbakia: 1

Orrialdeak: 75-101

Mota: Artikulua

DOI: 10.5944/EDUCXX1.23840 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Educación XX1: Revista de la Facultad de Educación

Laburpena

Technological advances have caused the field of education to be influenced by the emergence of new teaching and learning models mediated by the large amount of digital resources and electronic devices that teachers have today. One of the methodological approaches that is emerging as a consequence of educational innovation is flipped learning. This model of teaching and learning is based on the idea that students can visualize and work on the contents of the next classroom sessions outside the academic environment, in order to spend as much time as possible in class solving problems and the deployment of more practical, participatory and active work. In this way, greater motivation is achieved that benefits the learning process. The objective of this study has been to discover the incidence of external factors such as family context, autonomy, self-esteem and the motivation of students on the flipped learning approach. For this, a quantitative method has been developed through an experimental design of longitudinal cut and of descriptive and correlational nature. A diachronic sample (2013-2018) of 607 students was taken from the Faculty of Education, Economy and Technology of Ceuta (Spain). A previously validated ad hoc questionnaire was used to collect data. The results reveal that students who have a suitable family context, as well as adequate values in autonomy, motivation and self-esteem achieve optimal values in learning outcomes. Likewise, older students obtain better ratings. On the other hand, those with labor obligations reflect a decrease in the same, with the sex of the participants not determining the learning outcomes.

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La primera actuación llevada a cabo en cada curso fue obtener la colaboración del profesor encargado de impartir la asignatura mencionada, teniendo que adecuar la metodología de enseñanza y aprendizaje a los requerimientos de esta pesquisa, así como el consentimiento de los discentes para participar en el estudio, informándoles de que todos los datos recabados serán tratados con total anonimato.

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