El aula invertida en el trabajo colaborativo en estudiantes de una universidad pública peruana
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El trabajo colaborativo es una pieza fundamental para el aprendizaje efectivo. Los estudiantes ya no son receptores pasivos de conocimiento, sino que se les exige participar activamente en su proceso de aprendizaje. Por ello, el objetivo del estudio fue evaluar el impacto del trabajo colaborativo en dos momentos distintos: previo y posterior a la intervención del aula invertida. La investigación se realizó con un grupo de 60 estudiantes de diferentes especialidades de la Universidad Nacional Mayor de San Marcos, en Perú, quienes fueron asignados al azar a dos grupos, experimental y control, con 30 estudiantes cada uno. Se evaluó la independencia de la muestra mediante la prueba U de Mann-Whitney para muestras independientes y se encontró que las diferencias en el post test entre los grupos control (35,3) y experimental (53,9) son significativas con un p-valor de 0,000. Esto confirmó la hipótesis de investigación, demostrando que el aula invertida como estrategia pedagógica mejora el trabajo colaborativo de los estudiantes universitarios. Se concluye que la implementación del aula invertida puede tener un impacto positivo en la enseñanza y el aprendizaje, especialmente en el desarrollo de habilidades colaborativas entre los estudiantes universitarios.
Collaborative work is a fundamental part of effective learning. Students are no longer passive recipients of knowledge, but are required to actively participate in their learning process. Therefore, the objective of the study was to evaluate the impact of collaborative work in two different moments: before and after the inverted classroom intervention. The research was carried out with a group of 60 students from different specialties of the Universidad Nacional Mayor de San Marcos, in Peru, who were randomly assigned to two groups, experimental and control, with 30 students each. The independence of the sample was evaluated using the Mann-Whitney U test for independent samples and it was found that the differences in the post-test between the control (35.3) and experimental (53.9) groups were significant with a p-value of 0.000. This confirmed the research hypothesis, demonstrating that the inverted classroom as a pedagogical strategy improves the collaborative work of university students. It is concluded that the implementation of the flipped classroom can have a positive impact on teaching and learning, especially in the development of collaborative skills among university students.
Collaborative work is a fundamental part of effective learning. Students are no longer passive recipients of knowledge, but are required to actively participate in their learning process. Therefore, the objective of the study was to evaluate the impact of collaborative work in two different moments: before and after the inverted classroom intervention. The research was carried out with a group of 60 students from different specialties of the Universidad Nacional Mayor de San Marcos, in Peru, who were randomly assigned to two groups, experimental and control, with 30 students each. The independence of the sample was evaluated using the Mann-Whitney U test for independent samples and it was found that the differences in the post-test between the control (35.3) and experimental (53.9) groups were significant with a p-value of 0.000. This confirmed the research hypothesis, demonstrating that the inverted classroom as a pedagogical strategy improves the collaborative work of university students. It is concluded that the implementation of the flipped classroom can have a positive impact on teaching and learning, especially in the development of collaborative skills among university students.
Description
Vol. 7, No. 31