Aula invertida en la educación superior: implicaciones y retos
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La utilización de herramientas tecno pedagógicas innovadoras como el aula invertida, cada vez tiene mayor auge y requiere de una planificación adecuada para su implementación, igualmente, supone una serie de retos que deben ser tomados en cuenta para demostrar su efectividad. El presente artículo propone conocer las implicaciones del aula invertida como estrategia didáctica para el desarrollo de competencias educativas en la educación superior universitaria. Para ello, se realizó un estudio documental e informativo, a través de una revisión de la literatura entre los años 2000 y 2021, contenidas en bases de datos de prestigio internacional, asociadas con la temática de aula invertida. Se seleccionaron 35 documentos, previa aplicación de criterios de selección, identificando categorías de análisis y construidas en relación con los referentes teóricos. De las investigaciones revisada se pudo destacar el uso del aula invertida como estrategia didáctica eficaz, oportuna y efectiva para ser implementada en el contexto de la virtualidad de la educación superior.
The use of innovative techno-pedagogical tools such as the flipped classroom is becoming increasingly popular and requires adequate planning for its implementation. It also involves a series of challenges that must be taken into account to demonstrate its effectiveness. This article proposes to know the implications of the inverted classroom as a didactic strategy for the development of educational competencies in university higher education. For this purpose, a documentary and informative study was carried out, through a review of the literature between 2000 and 2021, contained in internationally prestigious databases, associated with the topic of the flipped classroom. Thirty-five documents were selected, after applying selection criteria, identifying categories of analysis and constructed in relation to the theoretical references. The use of the inverted classroom as an efficient, timely and effective didactic strategy to be implemented in the context of the virtuality of higher education was highlighted from the research reviewed.
The use of innovative techno-pedagogical tools such as the flipped classroom is becoming increasingly popular and requires adequate planning for its implementation. It also involves a series of challenges that must be taken into account to demonstrate its effectiveness. This article proposes to know the implications of the inverted classroom as a didactic strategy for the development of educational competencies in university higher education. For this purpose, a documentary and informative study was carried out, through a review of the literature between 2000 and 2021, contained in internationally prestigious databases, associated with the topic of the flipped classroom. Thirty-five documents were selected, after applying selection criteria, identifying categories of analysis and constructed in relation to the theoretical references. The use of the inverted classroom as an efficient, timely and effective didactic strategy to be implemented in the context of the virtuality of higher education was highlighted from the research reviewed.
Description
Vol. 6, No. 25