Percepción de los factores exógenos sobre el aprendizaje invertido en estudiantes universitarios
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La estrategia de aula invertida se utiliza cada vez más en las instituciones de educación superior con la intención de mejorar el aprendizaje. El objetivo fue evaluar la eficacia de los factores exógenos sobre el aprendizaje invertido en los estudiantes de pregrado de una universidad de Lima Norte. Metodología. Se realizó un estudio de enfoque cuantitativo, de diseño descriptivo y de nivel básico. La muestra estuvo formada por 269 estudiantes universitarios del VIII ciclo. Resultado. Aunque la mayoría de los resultados no se perciban como significativos, la presencia de los factores exógenos para el aprendizaje a través del aula invertida hace que el docente deba considerar la inclusión de estrategias participativas basada en entornos virtuales. Conclusiones. Es necesario que los docentes actualicen sus estrategias pedagógicas para mejorar la eficacia del aula invertida, pero sobre todo deben valorar el factor familiar, motivacional, autoestima y autonomía del contexto del estudiante.
The flipped classroom strategy is increasingly used in higher education institutions with the intention of improving learning. The objective was to evaluate the effectiveness of exogenous factors on flipped learning in undergraduate students at a university in northern Lima. Methodology. A quantitative approach, descriptive design and basic level study was carried out. The sample consisted of 269 undergraduate students of the VIII cycle. Results. Although most of the results are not perceived as significant, the presence of exogenous factors for learning through the inverted classroom makes the teacher to consider the inclusion of participatory strategies based on virtual environments. Conclusions. It is necessary for teachers to update their pedagogical strategies to improve the effectiveness of the flipped classroom, but above all they should value the family, motivational, self-esteem and autonomy factors of the student's context.
The flipped classroom strategy is increasingly used in higher education institutions with the intention of improving learning. The objective was to evaluate the effectiveness of exogenous factors on flipped learning in undergraduate students at a university in northern Lima. Methodology. A quantitative approach, descriptive design and basic level study was carried out. The sample consisted of 269 undergraduate students of the VIII cycle. Results. Although most of the results are not perceived as significant, the presence of exogenous factors for learning through the inverted classroom makes the teacher to consider the inclusion of participatory strategies based on virtual environments. Conclusions. It is necessary for teachers to update their pedagogical strategies to improve the effectiveness of the flipped classroom, but above all they should value the family, motivational, self-esteem and autonomy factors of the student's context.
Description
Vol. 9, No. 39