Bibliographic Details
| Title: |
Flipped Learning y su distribución de los tiempos de aprendizaje: Una experiencia en educación secundaria. |
| Alternate Title: |
Flipped Learning and its learning times distribution: An experience in secondary education. |
| Authors: |
Palau, Ramon1, Fornons, Vicent2 |
| Source: |
Pixel-Bit, Revista de Medios y Educacion. May2022, Issue 64, p235-263. 29p. |
| Subject Terms: |
*Active learning, *Passive learning, *Education, *Project method in teaching, *Education research |
| Abstract (English): |
The Flipped Learning (FL) model transfers certain learning processes outside of the classroom and uses class time to engage in active learning with students. The objective of this research is, on the one hand, to quantify the time that students spend on activities, discriminating which are active and passive learning, in class or at home. And on the other, to compare its variation with respect to the use of the FL or a traditional pedagogical model. The methodology used in the research has been quantitative with a quasi-experimental design with a control group and an experimental group. The data was obtained by recording the time spent on active and passive learning activities in class by the teacher and at home by the students, in each of the two groups. The results of the study indicate that the use of FL causes an increase of 155.25% in the class time dedicated to active learning activities; and that students dedicate 35.30% more time to academic activities at home compared to using a traditional pedagogical model. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El modelo Flipped Learning (FL) transfiere determinados procesos de aprendizaje fuera del aula y utiliza el tiempo de clase para realizar un aprendizaje activo con los alumnos. El objetivo de esta investigación consiste, por un lado, en cuantificar el tiempo que los alumnos destinan a actividades, discriminado cuáles son de aprendizaje activo y pasivo, en clase o en casa. Y por otro, comparar su variación con respecto a la utilización del FL o de una metodología pedagógica tradicional. La metodología utilizada en la investigación ha sido cuantitativa con un diseño cuasi experimental con un grupo control y otro experimental. La obtención de los datos fue mediante un registro del tiempo dedicado a actividades de aprendizaje activo y pasivo en clase por parte del profesor y en casa por parte de los alumnos, en cada uno de los dos grupos. Los resultados del estudio indican que la utilización del FL provoca un incremento de un 155,25% del tiempo de clase dedicado a actividades de aprendizaje activo; y que los alumnos dedican un 35,30% más de tiempo a actividades académicas en casa en comparación con la utilización de una metodología pedagógica tradicional. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
