"Flipped classroom" en educación superior. Un estudio a través de relatos de alumnos

  1. Desireé García-Gil 1
  2. Roberto Cremades-Andreu 1
  1. 1 Universidad Complutense de Madrid, Facultad de Educación-Centro de Formación del Profesorado, Madrid, España
Revista:
Revista mexicana de investigación educativa

ISSN: 1405-6666

Año de publicación: 2019

Volumen: 24

Número: 80

Páginas: 101-123

Tipo: Artículo

SCOPUS: 2-s2.0-85065995092 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista mexicana de investigación educativa

Resumen

Abstract: This research addresses the use of a flipped classroom model in a college music course. The narrative method was used to complete a cross analysis of 33 statements made by students who participated in the course. The theoretical part of the course was presented through videos, while class time was reserved for practical aspects. The methodology was implemented during the 2016-2017 school year at a public university in Madrid, Spain, in a group studying Early Childhood Education. The conclusions indicate increases in students’ relationships with the professor of the class, their ability to analyze and research, as well as the consolidation of group unity.

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Fuente de los datos: Dialnet