Análisis comparativo de ganancias de aprendizaje en tres metodologías de aula invertida frente a la enseñanza tradicional

Gilberto Huesca Juárez

Resumen


El aula invertida es una estrategia didáctica en el que, de manera intencional, las explicaciones se realizan fuera del aula y en el salón los alumnos aplican lo aprendido en procesos superiores de pensamiento que tradicionalmente se realizan como tarea. La presente investigación compara tres metodologías de aula invertida bajo un marco de trabajo de ganancias de aprendizaje. Las metodologías son: Videos - Implementación de aula invertida clásica; Presentaciones colaborativas - Los estudiantes utilizan ePresentation que permite a los alumnos compartir notas sobre una presentación PowerPoint; Realidad aumentada - Los conceptos del curso son expuestos por medio de herramientas de realidad aumentada. En el estudio realizado, se encontró que la implementación con ePresentation tuvo la mayor ganancia de aprendizaje promedio mientras que la implementación con realidad aumentada obtuvo la más baja. En promedio, la ganancia de aprendizaje es mayor en los grupos foco que en los grupos de control.

Palabras clave: aula invertida, realidad aumentada, presentaciones colaborativas, ganancias de aprendizaje.

Comparative analysis of learning gains in three flipped classroom methodologies versus traditional teaching

The flipped classroom is a didactic strategy in which, intentionally, explanations are carried out outside the classroom and in classroom, students apply what they have learned in higher thinking processes traditionally carried out as homework. This research compares three flipped classroom methodologies under a learning gain framework. The methodologies are: Videos - Classical flipped classroom implementation; Collaborative Presentations - Students use ePresentation that allows students to share notes in a PowerPoint presentation; Augmented Reality - Course concepts are exposed through augmented reality tools. It was found that the implementation with ePresentation had the highest average learning gain while the implementation with augmented reality obtained the lowest. On average, the learning gain is greater in the focus groups than in the control groups.

Keywords: flipped classroom, augmented reality, collaborative presentations, learning gains.

 


Palabras clave


Aula invertida, realidad aumentada, presentaciones colaborativas, ganancias de aprendizaje Flipped classroom, augmented reality, collaborative presentations, learning gaines

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Referencias


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Revista de Investigación Educativa de la Escuela de Graduados en Educación, publicación semestral, editada por el Instituto Tecnológico y de Estudios Superiores de Monterrey, bajo la dirección y recopilación de la Escuela de Humanidades y Educación del Tecnologico de Monterrey,  domicilio Av. Eugenio Garza Sada No. 2501, Col. Tecnológico, C.P. 64849, Monterrey N.L. Contacto: https://rieege.mx, , Reserva de Derechos al uso exclusivo número 04-2010-011912525000-203, ISSN: 2007-3003, ambos otorgados por el Instituto Nacional del Derecho de Autor. El editor, no necesariamente comparte el contenido de los artículos y sus fotografías, ya que son responsabilidad exclusiva de los autores. Se prohíbe la reproducción total o parcial del contenido, fotografías, ilustraciones, colorimetría y textos publicados en esta revista fuera de los permisos establecidos por la licencia Creative Common CC BY-NC 4.0
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