Flipped Classrooms

La pandemia por COVID-19 obligó al Sistema Educativo Nacional mexicano a suspender abruptamente las clases presenciales y a realizar actividades educativas alternativas para continuar con la docencia. La mayoría de las universidades respondieron reactivamente, con docencia remota de emergencia, y no con modelos educativos virtuales, a distancia o en línea adecuados a la contingencia porque muy pocas cuentan con planes de continuidad académica.
Los planes de continuidad académica son documentos estratégicos que garantizan servicios educativos de calidad durante periodos de contingencia sanitaria, ambiental, natural, social o política. Asimismo, contienen las orientaciones y los criterios para realizar procesos de enseñanza, aprendizaje y evaluación adecuados a la contingencia en cuestión. Los planes de continuidad académica incluso contemplan el proceso de reincorporación a las clases regulares de manera ordenada, segura y bajo criterios educativos.

The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the  flipped classroom, and a derivative hybridized form, referred to here as “ flipped PBL.” Moreover, a er a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the successful implementation of the models. While still in its infancy, the nature of this research and some of the preliminary  findings are detailed here.

La Pandemia causada por el COVID-19 propició un nuevo escenario educativo a nivel mundial. Esta situación llevó a los docentes y autoridades educativas a transformar los procesos de enseñanza-aprendizaje a través del desarrollo de planes y estrategias de contingencia institucional o enseñanza remota de emergencia. La Facultad de Informática de la Universidad Autónoma de Querétaro ha propuesto una estrategia de reincorporación a las instalaciones universitarias ante la contingencia sanitaria por COVID-19. El modelo educativo en el que se basa la estrategia de reincorporación es el Aula invertida, la cual fue creada originalmente para clases presenciales. Por esto fue necesario diseñar una variación que ofreciera la alternativa de llevar a cabo las clases de manera asíncrona o síncrona en cualquiera de las tres fases fundamentales del Aula invertida. Esta estrategia se aplicará durante el segundo semestre del 2021 y, simultáneamente, se está diseñando un modelo para evaluarla. El objetivo principal de la investigación es saber si es capaz de orientar criterios educativos, además de administrativos y logísticos durante el proceso de reincorporación a las instalaciones universitarias, por un lado y por otro, sí cumplió con las disposiciones de las autoridades sanitarias y educativas: garantizar una reincorporación voluntaria,

The primary objective of this research is to use data gathered from a semester of a Flipped freshman English for Academic Purposes (EAP) course to examine our assumptions about Flipped Learning. To this end and to further improve the course, the following research questions emerged: How long is the optimal length of a video to capture students' attention?; Why are some videos viewed more than others?; Why do certain videos capture students' attention for longer?; Why do students engage in some online activities more than others?. To answer these questions, YouTube and Blackboard analytics were gathered from the second year EAP course and compared against students' perceptions in surveys and a focus group. Based on what we learnt, we asked ourselves: How can we adapt our Flipped courses to encourage the successful patterns of learning of our learners and discourage the unsuccessful patterns? Based on the analysis of outcomes, we have identified that our EAP Flipped best-practice theories are effective, and we have further developed best practices that lead to student success and removed those hindering progress. Based on these implications, a number of clear lessons have been learned that will be incorporated into future courses.

El Aula Invertida es un modelo educativo donde el alumno desarrolla el aprendizaje fuera de clase a través de tecnologías digitales. Diversos organismos internacionales han recomendado la incorporación del Aula invertida como modelo educativo por sus resultados positivos en el aprendizaje. Sin embargo, algunas investigaciones han mencionado que es necesario garantizar que el alumnado sea capaz de desarrollar el aprendizaje autónomo previamente para que se cumplan los objetivos. Ante este desafío, se llevó a cabo una investigación de carácter mixto con el objetivo de analizar las estrategias que tienen alumnos mexicanos de para desarrollar el aprendizaje autónomo dentro del Aula invertida. Los resultados demostraron, en términos generales, que sí cuentan con estrategias para desarrollar el aprendizaje autónomo y que este hecho tiene un impacto significativo en su desempeño escolar. Asimismo, sus percepciones sobre la adquisición de nuevos aprendizajes y competencias son positivas. Se concluye que antes de aplicar el modelo de aula invertida es necesario garantizar el desarrollo del aprendizaje autónomo para obtener buenos resultados escolares. Es necesario iniciar investigación empírica respecto a las adecuaciones necesarias para adaptar estos hallazgos en las edades de 3 a 4 años.

Gli autori illustrano i risultati della sperimentazione che ha coinvolto oltre 1000 insegnanti di ogni ordine e grado impegnati in corsi di formazione professionale presso numerosi istituti di Roma e provincia.
Nel saggio viene proposta una riflessione sull’utilizzo didattico delle varie forme di approccio rovesciato – dalla flipped lesson agli Episodi di Apprendimento Situato – tesa a individuare gli elementi di effettiva innovazione e le possibili integrazioni da apportare per far fronte alle più comuni problematicità riscontrate dai docenti nell’ambito della loro attività.

The purpose of this study was to investigate the effects of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. In the research, pretest-posttest control group pattern, one of quantitative research methods included in real experimental patterns, was used. Criterion sampling, one of purposeful sampling methods, was used to determine the study group of the research. The study group consisted of 42 students in 3 different classrooms enrolled in the 10th grade in Information Technologies Field in a vocational high school and met the criteria determined in this context. In one of the classes (DGA), FC and LEGO-LOGO and algorithm teaching was offered, and in the other one (DGB), face-to-face LEGO-LOGO and algorithm teaching in classroom setting was offered. In the last class (KG), no intervention was made and algorithm teaching was conducted in a normal class arrangement. Data collection process was achieved in the research scope which lasted 8 weeks by using a success test and motivation scale. As a result of the research, student motivations improved significantly in a favorable direction in comparison to the pre-study state by LEGO-LOGO practices carried out by using FC or face-to-face. Furthermore, academic success of the test groups was found to be statistically significant and highly favorable in comparison to the control group. Extended Summary Purpose The purpose of the research was to scrutinize the effect of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. Answers were sought to the following sub-questions in order to achieve the research purpose: 1. Is there any significant difference between the motivations of the students in the test and control groups prior to the conducted study? 2. Is there any significant difference between the motivations of the students in the test and control groups at the end of the conducted study? 3. Does the conducted study have an effect on the motivation levels of the students in the test and control groups? 4. Is there any significant difference between the academic success of the students in the test and control groups at the end of the conducted study? * This research was drived from doctoral dissertation titled Examine The effect of the problem based learning activities supported via flipped classroom and LEGO-LOGO practices on the high school students' success and their motivation.