Comparativa de eficacia entre aprendizaje invertido y en línea como modelos de aprendizaje: Un análisis comparativo en la formación inicial docente
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Fecha
2023
Autores
HERNANDEZ SUAREZ, CESAR AUGUSTO
Hernandez-Albarracín, Juan-Diego
Jaramillo Benítez, Janz Elías
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Fundación de Estudios Superiores - FESC
Resumen
Este estudio persigue el objetivo de comparar las percepciones de los estudiantes entre dos metodologías contemporáneas de enseñanza: el aprendizaje en línea y el modelo invertido. Se enfoca en cómo estos enfoques influyen en la adquisición de competencias clave en el proceso educativo. Se implementó una metodología cuasiexperimental con diseño pretest-intervención- posttest en una muestra de estudiantes universitarios, buscando evaluar de forma integral las diferencias en las dimensiones de aprendizaje, las competencias desarrolladas y las calificaciones finales. Los resultados muestran una correlación importante entre la aplicación de los métodos de aprendizaje en línea y el invertido con las mejoras en el rendimiento académico. Se evidenció que la fusión de ambos enfoques promueve un efecto positivo en las experiencias educativas, la autoevaluación y la adquisición de conocimientos, sin que uno sobresalga claramente sobre el otro. El estudio subraya la importancia de una correcta integración de la tecnología en la educación, destacando el aprendizaje invertido como punto de partida ideal para estudiantes principiantes, por su efectividad en vincular teoría y práctica, antes de avanzar hacia el aprendizaje en línea que permite más autonomía. Reconoce las limitaciones de sus resultados por la pequeña muestra utilizada, pero los encuentra prometedores, recomendando investigaciones futuras con grupos más grandes y diversificados para confirmar y ampliar la aplicabilidad de estas metodologías educativas.
This study aims to compare student perceptions between two contemporary teaching methodologies: online learning and the flipped model. It focuses on how these approaches influence the acquisition of key competences in the educational process. A quasi-experimental methodology with a pretest-intervention-posttest design was implemented in a sample of university students, seeking to comprehensively assess differences in learning dimensions, competencies developed and final grades. The results show a significant correlation between the application of online and inverse learning methods and improvements in academic performance. It was evident that the fusion of both approaches promotes a positive effect on educational experiences, self-assessment and knowledge acquisition, without one clearly standing out over the other. The study underlines the importance of proper integration of technology in education, highlighting flipped learning as an ideal starting point for beginner learners, for its effectiveness in linking theory and practice, before moving towards online learning that allows more autonomy. It acknowledges the limitations of its results due to the small sample size, but finds them promising, and recommends that the results should be used as a basis for further research. He acknowledges the limitations of his results because of the small sample used, but finds them promising, recommending future research with larger and more diversified groups to confirm and extend the applicability of these educational methodologies.
This study aims to compare student perceptions between two contemporary teaching methodologies: online learning and the flipped model. It focuses on how these approaches influence the acquisition of key competences in the educational process. A quasi-experimental methodology with a pretest-intervention-posttest design was implemented in a sample of university students, seeking to comprehensively assess differences in learning dimensions, competencies developed and final grades. The results show a significant correlation between the application of online and inverse learning methods and improvements in academic performance. It was evident that the fusion of both approaches promotes a positive effect on educational experiences, self-assessment and knowledge acquisition, without one clearly standing out over the other. The study underlines the importance of proper integration of technology in education, highlighting flipped learning as an ideal starting point for beginner learners, for its effectiveness in linking theory and practice, before moving towards online learning that allows more autonomy. It acknowledges the limitations of its results due to the small sample size, but finds them promising, and recommends that the results should be used as a basis for further research. He acknowledges the limitations of his results because of the small sample used, but finds them promising, recommending future research with larger and more diversified groups to confirm and extend the applicability of these educational methodologies.
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TIC, Tecnología educativa, Aprendizaje invertido, Aprendizaje electrónico, Entornos de aprendizaje
