Aula invertida y autoaprendizaje de estudiantes universitarios en entornos virtuales: Revisión sistemática
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Actualmente, el aula invertida y los entornos virtuales han logrado introducirse en los espacios educativos, en busca del autoaprendizaje y la motivación estudiantil. El presente trabajo tiene como objetivo general determinar los aportes del aula invertida en el autoaprendizaje de los estudiantes universitarios en entornos virtuales. Se llevó a cabo una revisión sistemática, con un enfoque cualitativo y descriptivo, iniciando el proceso de búsqueda con el uso de operadores booleanos en las bases de Scopus ("Flipped classroom" AND "Self-learning" AND "Virtual environment"), Scielo y Google Académico ("Aula invertida" AND "Autoaprendizaje" AND "Entorno virtual"). Los criterios de exclusión e inclusión tomaron como base la fecha de publicación -entre 2019 y 2023-, utilizando solo artículos indexados relacionados directamente con el título y las variables que lo conforman. Después de la búsqueda, se seleccionaron 17 artículos que cumplieron con todos los requerimientos. Se llegó a la conclusión de que los principales aportes del aula invertida en el autoaprendizaje de los estudiantes universitarios en entornos virtuales son la mejora del rendimiento académico, una mejor adquisición y comprensión de los conocimientos, la motivación, el autoaprendizaje y un mayor compromiso por parte de los estudiantes.
Currently, the flipped classroom and virtual environments have been introduced in educational spaces, in search of self-learning and student motivation. The general objective of this paper is to determine the contributions of the flipped classroom in the self-learning of university students in virtual environments. A systematic review was carried out, with a qualitative and descriptive approach, initiating the search process with the use of Boolean operators in the Scopus ("Flipped classroom" AND "Self-learning" AND "Virtual environment"), Scielo and Google Scholar databases ("Flipped classroom" AND "Self-learning" AND "Virtual environment"). Exclusion and inclusion criteria were based on the date of publication -between 2019 and 2023-, using only indexed articles directly related to the title and the variables that comprise it. After the search, 17 articles were selected that met all the requirements. It was concluded that the main contributions of the flipped classroom in the self-learning of university students in virtual environments are improved academic performance, better acquisition and understanding of knowledge, motivation, self-learning and greater commitment on the part of the students.
Currently, the flipped classroom and virtual environments have been introduced in educational spaces, in search of self-learning and student motivation. The general objective of this paper is to determine the contributions of the flipped classroom in the self-learning of university students in virtual environments. A systematic review was carried out, with a qualitative and descriptive approach, initiating the search process with the use of Boolean operators in the Scopus ("Flipped classroom" AND "Self-learning" AND "Virtual environment"), Scielo and Google Scholar databases ("Flipped classroom" AND "Self-learning" AND "Virtual environment"). Exclusion and inclusion criteria were based on the date of publication -between 2019 and 2023-, using only indexed articles directly related to the title and the variables that comprise it. After the search, 17 articles were selected that met all the requirements. It was concluded that the main contributions of the flipped classroom in the self-learning of university students in virtual environments are improved academic performance, better acquisition and understanding of knowledge, motivation, self-learning and greater commitment on the part of the students.
Description
Vol. 8, No. 34