La flexibilidad del aula invertida para el diseño de escenarios de aprendizaje mediados y autorregulados
DOI:
https://doi.org/10.5944/ried.26.2.36035Palabras clave:
Aula invertida, aprendizaje flexible, enseñanza híbrida, enseñanza virtual, rendimiento, autorregulaciónResumen
El aula invertida es una metodología reconocida por su impacto positivo en la autorregulación del aprendizaje y el rendimiento académico. Existe amplia literatura que demuestra sus posibilidades para la flexibilidad educativa, incluyendo la adaptación a modalidades de enseñanza en línea y semipresencial con aprovechamiento de las tecnologías digitales. Sin embargo, existen pocas evidencias que demuestren que un mismo diseño de aula invertida pueda ajustarse a distintas modalidades de enseñanza sin afectar a la satisfacción ni a los resultados de aprendizaje del estudiantado. En esta investigación, analizamos ocho casos de aplicación de un mismo diseño de aula invertida durante los cursos académicos 2020-2021 y 2021-2022 en la Facultad de Ciencias de Educación de la Universitat Autònoma de Barcelona. Los resultados demuestran que el estudiantado con mayor percepción de desarrollo de aprendizaje autorregulado y aprovechamiento de las tecnologías muestra una mayor percepción de rendimiento académico, pero no mejores resultados. No existen diferencias significativas ni en la satisfacción sobre el diseño pedagógico ni en los resultados de aprendizaje dependiendo de la modalidad de enseñanza. Sin embargo, sí que se evidencia que existe un mayor aprovechamiento del diseño bajo las modalidades más flexibles; presencialidad intermitente y enseñanza híbrida. La conclusión principal es que el aula invertida es una metodología flexible que se adapta a distintas modalidades de enseñanza manteniendo la satisfacción de los y las estudiantes y los resultados de aprendizaje.
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