O envolvimento do aluno no modelo Flipped Classroom implementado na aprendizagem online

• Teresa Ribeirinha ^[1] ; Bento Duarte Silva ^[1]
  1. [1] Escola Superior de Educação de Santarém. Politécnico de Santarem (Portugal)
• Localización: RELATEC: Revista Latinoamericana de Tecnología Educativa, ISSN-e 1695-288X, Vol. 23, Nº. 1, 2024, págs. 43-59
• Idioma: portugués
• DOI: 10.17398/1695-288X.23.1.43
• Títulos paralelos:
  • Student engagement in the Flipped Classroom model implemented in online learning
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    O envolvimento do aluno é um fator determinante do sucesso académico dos alunoscom acrescida relevância na aprendizagem online. Este estudo teve como objetivo analisar oenvolvimento cognitivo, afetivo e comportamental dos alunos numa proposta pedagógicabaseada no modeloFlipped Classroom, com estudantes do ensino secundário português. O estudorealizado durante a pandemia COVID-19 conjugou aulas assíncronas com síncronas divididas porepisódios de aprendizagem (Resumo, Quiz e Salas). Através da utilização de métodos mistosanalisaram-se os discursos, comportamentos, perceções sobre a experiência e o desempenhoacadémico dos alunos. Os resultados mostraramque a proposta potenciou um elevado nível deenvolvimento comportamental dos alunosexpresso pelos indicadoresrealização das tarefas,interação com os pareseparticipação.Os alunos apresentaram níveis superiores de envolvimentocognitivo nos episódios Salas por serem propícios à interação com os pares, explicitação deconhecimentos e reflexão facilitada pela interação com a professora. A satisfaçãofoi o indicadormais proeminente do envolvimento afetivo do aluno. Este estudo contribui para um melhorentendimento dos fatores que influenciam o envolvimento do aluno no modelo FlippedClassroom, apresentando implicações práticas para o aprimorar na aprendizagem online.

  • English

    Student engagement is a determinant factor of students' academic success, with addedrelevance for online learning. The aim of this study was to analyse students' cognitive, affective, andbehavioural engagement in a pedagogical proposal based on the Flipped Classroom model, withPortuguese secondary school students. The study, conducted during the COVID-19 pandemic,combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quizand Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions ofthe experience and academic performance. The results showed that the proposal enhanced a highlevel of behavioural engagement in the students as expressed by the indicators of task completion,peer interaction and participation. Students showed higher levels of cognitive engagement in theRooms episodes as they were conducive to peer interaction, explicitness of knowledge andreflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicatorof student affective engagement. This study offers a better understanding of the factors thatinfluence student engagement in the Flipped Classroom model and suggests practical implicationsfor enhancing it in online learning.

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