Modelo Flipped Classroom y educación superior técnica: barreras, impacto intermedio e influencias desde la perspectiva de los docentes
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2020-12-27
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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El principal objetivo de esta investigación fue analizar las barreras, el impacto intermedio y las influencias del modelo Flipped Classroom,sobre los procesos de enseñanza y aprendizaje. ¿La interrogante que guía el estudio es: ¿cuáles son las barreras, el impacto intermedio y las influencias que surgen de la implementación del modelo Flipped Classroomen el Instituto Superior Tecnológico TECSUP-Arequipa? La investigación se categoriza como cualitativa y de naturaleza estudio de casos, la entrevista semi estructurada fue la base de la colecta de datos, considerando a ocho (8) docentes de los cursos básicos. El tratamiento de los datos se realizó mediante la técnica del Análisis Textual discursivo(ATD). Del análisis de los datos, se produjeron 76 unidades, que contenían en sí significados importantes para los propósitos del estudio, las unidades pasaron por un proceso de categorización inicial (27 categorías), seguido de una categorización intermedia (12 categorías) y, finalmente, emergieron tres categorías: 1) apropiación del modelo Flipped Classroom,2) resultados en el aprendizaje y 3) influencias del modelo Flipped Classroom. En función a los resultados se puede concluir que, el modelo Flipped Classroom tiene gran potencial para su implementación en educación técnica; no obstante, las estrategias de implementación y la infraestructura tecnológica precisan ser redefinidas, con el propósito de mejorar la marcha del modelo
The main objective of this research was to analyze thebarriers, intermediateimpactand influences of the FlippedClassroommodel on teaching and learning processes. Thus, the question that guides the study is: what are the intermediate impact and influences that arise from the implementation of the Inverted Classroomin the Higher Technological Institute TECSUP-Arequipa? The research is categorized as qualitative and of a case study nature, the semi structured interview was the basis of the data collection, considering eight (8) teachers of the basic courses. The treatment of the data was carried out using the technique of Discourse Textual Analysis (DTA). From the analysis of the data, 76 units were produced, which contained in themselves important meanings for the purposes of the study, the units went through an initial categorization process (27 categories), followed by an intermediate categorization (12 categories) and, finally, 3 final categories emerged: 1) appropriation of the modelFlipped Classroom, 2) learning outcomes and 3) influences of the modelFlipped Classroom. Based on the results, it can be concluded that themodel FlippedClassroomhas great potential for its implementation in technical education; nevertheless, the implementation strategies and the technological infrastructure need to be redefined, in order to improve the progress of the model.
The main objective of this research was to analyze thebarriers, intermediateimpactand influences of the FlippedClassroommodel on teaching and learning processes. Thus, the question that guides the study is: what are the intermediate impact and influences that arise from the implementation of the Inverted Classroomin the Higher Technological Institute TECSUP-Arequipa? The research is categorized as qualitative and of a case study nature, the semi structured interview was the basis of the data collection, considering eight (8) teachers of the basic courses. The treatment of the data was carried out using the technique of Discourse Textual Analysis (DTA). From the analysis of the data, 76 units were produced, which contained in themselves important meanings for the purposes of the study, the units went through an initial categorization process (27 categories), followed by an intermediate categorization (12 categories) and, finally, 3 final categories emerged: 1) appropriation of the modelFlipped Classroom, 2) learning outcomes and 3) influences of the modelFlipped Classroom. Based on the results, it can be concluded that themodel FlippedClassroomhas great potential for its implementation in technical education; nevertheless, the implementation strategies and the technological infrastructure need to be redefined, in order to improve the progress of the model.
Palabras clave
Educación superior técnica, Metodologías activas, Flipped Classroom, Aprendizaje virtual, Innovación en educación, Technical higher education, Active methodologies