Flipped Classroom en la enseñanza superior: ¿Influye la Rama de Formación del Alumnado en su percepción y preferencias?

• Melania Salazar Ordóñez ^[1] ; Macario Rodríguez Entrena ^[1]
  1. [1] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
• Localización: Revista de innovación y buenas prácticas docentes, ISSN-e 2531-1336, Vol. 12, Nº. 1, 2023, págs. 34-49
• Idioma: español
• DOI: 10.21071/ripadoc.v12i1.15044
• Títulos paralelos:
  • Flipped Classroom in higher education: Do the students’ field of knowledge influence on their own perception and preferences?
• Enlaces
  • Texto completo
• Resumen
  • español

    El objetivo es profundizar en el conocimiento de la percepción y preferencias del alumnado de grado hacia la técnica de flipped classroom como alternativa a las clases tradicionales magistrales, pero en un entorno on-line. Además, se examinan las diferencias entre dos ramas de formación: ciencias sociales e ingeniería; manteniendo la edad y género como variables control. Así, la muestra de 133 alumnos de la Universidad de Córdoba se analizó mediante técnicas estadísticas, mostrando que con esta metodología se percibió una mayor flexibilidad y capacidad de auto organización. También aparecieron diferencias entre ramas de formación.

  • English

    This paper aims to improve knowledge of the undergraduate students’ perception and preferences towards the flipped classroom as an alternative of the conventional teaching, but in an on-line environment. Furthermore, the differences between the abovementioned perceptions and preferences were researched according to students’ field of literacy: social science and engineering; including age and gender as control variables. The sample of 133 students from the University of Córdoba was analysed using statistical techniques. The results showed the students perceived higher flexibility and self-organization skills when flipped classroom was applied and some differences were also found according to the field of literacy.

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