Evaluación de una formación online basada en Flipped classroom

  1. Carmen Romero García 1
  2. Patricia de Paz Lugo 1
  3. Olga Buzón García 2
  4. Enrique Navarro Asencio 3
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  3. 3 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

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Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2021

Issue Title: El modelo flipped classroom : un reto para una enseñanza centrada en el alumno

Issue: 391

Pages: 65-93

Type: Article

DOI: 10.4438/1988-592X-RE-2021-391-471 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

This research analyses the effectiveness of the Flipped classroom pedagogical model in the performance and satisfaction of future teachers, students of the Master’s Degree in Teacher Training in a completely online environment. A quantitative methodology is followed with a quasi-experimental design with a non-equivalent control group. The control group is made up of 103 students and the experimental group is made up of 119. The academic performance of both groups is compared, before and after the intervention, with a knowledge questionnaire and evaluating the results of their learning throughout the semester. In addition, their opinion on the experience was studied by means of a satisfaction questionnaire at the end of the course. Both groups show an equivalent level of knowledge at the pretest stage, and differences have been found upon completion of the intervention, where the experimental group reaches higher levels, being the medium effect size (r=0.66). The activities utilized to evaluate the results of the learning show the existence of statistically significant differences, being the average ranges higher in the experimental group in all activities, with a very large effect size in three of them (r=0.89, r=0.90 and r=0.96) and large in another (r=0.68). In relation to the degree of satisfaction of the students with the experience developed, all the dimensions analyzed obtain scores above 3.56 (on a scale of 1 to 4). After the implementation of the Flipped classroom model, a highly positive effect has been determined in the improvement of student learning, both in performance and in motivation, commitment and interaction between students and teacher. The need to incorporate the Flipped classroom model in the initial training of the teaching staff is concluded.

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