Aula invertida en el aprendizaje remoto de los estudiantes de una Universidad pública en el contexto del COVID-19
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El impacto del COVID-19 afectó los esquemas socioeconómicos a nivel mundial y los centros de educación superior no fueron ajenos a esta situación. El objetivo de este estudio es establecer los beneficios del Aula invertida para el mejoramiento del aprendizaje remoto de los estudiantes de la UNE. Se realizó una investigación de tipo aplicada, de enfoque cuantitativo, con diseño experimental de clase pre experimental. La muestra quedó con 70 estudiantes del VII ciclo de la asignatura Constitución y Legislación Educacional, como técnica se empleó la encuesta, se aplicaron dos pruebas midieron la variable aprendizaje remoto antes y después de realizar el tratamiento experimental. La prueba de confiabilidad se realizó a través del Alfa de Cronbach y la prueba T de Wilcoxon. Como resultado se obtuvo que el Aula Invertida mejora el Aprendizaje Remoto de los estudiantes de la UNE, encontrándose que existen diferencias significativas (p = +0,000) entre el pre test y el post test del Aprendizaje Remoto después de culminar el experimento. Se concluye que este método de aprendizaje servirá para cambiar el modelo tradicional de aprendizaje que aún se ha venido realizando, aportando mayor énfasis a las actitudes.
The impact of COVID-19 affected socioeconomic schemes worldwide and higher education institutions were not oblivious to this situation. The objective of this study is to establish the benefits of the Inverted Classroom for the improvement of remote learning of UNE students. An applied research of quantitative approach, with experimental design of pre-experimental class was carried out. The sample consisted of 70 students of the VII cycle of the subject Constitution and Educational Legislation, the survey was used as a technique, and two tests were applied to measure the remote learning variable before and after the experimental treatment. The reliability test was carried out through Cronbach's alpha and Wilcoxon's t-test. As a result, it was obtained that the Inverted Classroom improves the Remote Learning of UNE students, finding that there are significant differences (p = +0.000) between the pre-test and post-test of Remote Learning after the end of the experiment. It is concluded that this learning method will serve to change the traditional learning model that has been used, giving more emphasis to attitudes.
The impact of COVID-19 affected socioeconomic schemes worldwide and higher education institutions were not oblivious to this situation. The objective of this study is to establish the benefits of the Inverted Classroom for the improvement of remote learning of UNE students. An applied research of quantitative approach, with experimental design of pre-experimental class was carried out. The sample consisted of 70 students of the VII cycle of the subject Constitution and Educational Legislation, the survey was used as a technique, and two tests were applied to measure the remote learning variable before and after the experimental treatment. The reliability test was carried out through Cronbach's alpha and Wilcoxon's t-test. As a result, it was obtained that the Inverted Classroom improves the Remote Learning of UNE students, finding that there are significant differences (p = +0.000) between the pre-test and post-test of Remote Learning after the end of the experiment. It is concluded that this learning method will serve to change the traditional learning model that has been used, giving more emphasis to attitudes.
Description
Vol. 7, No. 28