Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática

Autores

DOI:

https://doi.org/10.33010/ie_rie_rediech.v13i0.1492

Palavras-chave:

Aprendizaje activo, aprendizaje centrado en el estudiante, aprendizaje cooperativo, interacción social

Resumo

El objetivo de esta revisión sistemática fue identificar tendencias en los artículos de investigación sobre aula invertida con un enfoque de aprendizaje colaborativo. Se consultaron artículos de investigación, de acceso abierto del 2016 al 2021, de las bases de datos ERIC, EBSCOhost, Science Direct y Scopus. Se utilizó el método prisma para buscar, incluir y excluir artículos. De 264 artículos revisados, se eligieron 41. Los resultados muestran las diferentes concepciones para aula invertida, la tendencia en el número de publicaciones de artículos de investigación desde el año 2016, los países que más han publicado sobre el tema, así como los métodos y la orientación de los resultados; 79% de los casos afirma que hay una experiencia positiva y/o mejora con el método de aula invertida con respecto al método tradicional. Aún es escasa la investigación sobre las observaciones y contradicciones expresadas por aproximadamente el 20% de los autores sobre la implementación y los resultados del modelo de aula invertida.

Biografia do Autor

Enrique Arellano-Becerril, Universidad Autónoma de Baja California, México

Es Doctor en Ciencias Administrativas, Maestro en Tecnología Educativa y Diplomado en Educación por el Tecnológico de Monterrey y University of Cambridge. Actualmente cursa el Doctorado en Innovación en Tecnología Educativa, en la Universidad Autónoma de Querétaro. Entre sus publicaciones recientes se encuentra el libro Perfil del emprendedor a partir de la teoría de descubrimiento de oportunidades y el capítulo de libro “Análisis de brecha digital e inclusión digital vs educación virtual en tiempos de pandemia COVID-19”.

Alexandro Escudero-Nahón, Universidad Autónoma de Querétaro, México

Profesor investigador de tiempo completo en la Facultad de Informática de la Universidad Autónoma de Querétaro, México. Es Doctor en Educación por la Universidad de Barcelona y pertenece al Sistema Nacional de Investigadores, Nivel 1. Coordina el Doctorado en Tecnología Educativa y dirige el proyecto Transdigital, que es una iniciativa ciudadana para la difusión de la ciencia con tres líneas de trabajo: revista científica Transdigital, Congreso Virtual Transdigital y Editorial Electrónica Transdigital. Coordina el Comité de Educación Transdigital de la Red LaTE México de Conacyt.

Referências

Ahmed, M. M. H., e Indurkhya, B. (2020). Investigating cognitive holding power and equity in the flipped classroom. Heliyon, 6(8), e04672. https://doi.org/10.1016/j.heliyon.2020.e04672

Akçayýr, G., y Akçayýr, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021

Al Rababah, I. H., y Rababah, L. (2017). Investigating Arabic to speakers of other languages (ASOL). Lecturers’ attitudes towards utilizing flipped classroom instruction (FCI): A qualitative study at Jordanian public universities. International Education Studies, 10(7), 94-102.

Arif Hassan, M. H., y Othman, N. A. (2021). Flipped classroom approach in rigid body dynamics: A case study of five-semester observation. International Journal of Engineering Pedagogy, 11(1), 87-94. https://doi.org/10.0.15.151/ijep. v11i1.15005

Arifani, Y., Asari, S., Anwar, K., y Budianto, L. (2020). Individual or collaborative “WhatsApp” learning? A flipped classroom model of EFL writing instruction. Teaching English with Technology, 20(1), 122-139).

Basso-Aránguiz, M., Bravo-Molina, M., Castro-Riquelme, A., y Moraga-Contreras, C. (2018). Proposal of a technology model for flipped classroom (T-FliC) in higher education. Revista Electronica Educare, 22(2). https://doi.org/10.15359/ree.22-2.2

Bergmann, J., y Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bhat, S., Raju, R., Bhat, S., y D’Souza, R. (2020). Redefining quality in engineering education through the flipped classroom model. Procedia Computer Science, 172, 906-914. https://doi.org/10.1016/j.procs.2020.05.131

Blau, I., y Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81. https://doi.org/10.1016/j.compedu.2017.07.014

Bouwmeester, R. A. M., de Kleijn, R. A. M., van den Berg, I. E. T., ten Cate, O. T. J., van Rijen, H. V. M., y Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education, 139, 118-128. https://doi.org/10.1016/j.compedu.2019.05.002

Buil-Fabregá, M., Casanovas, M. M., Ruiz-Munzón, N., y Filho, W. L. (2019). Flipped classroom as an active learning methodology in sustainable development curricula. Sustainability, 11(17). https://doi.org/10.3390/su11174577

Busebaia, T. J. A., y John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Research and Practice in Technology Enhanced Learning, 15(1). https://doi.org/10.1186/s41039-020-0124-1

Chen, C.-H., y Tsai, C.-C. (2021). In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170, 104224. https://doi.org/10.1016/j.compedu.2021.104224

Chen, C.-H., Law, V., y Chen, W.-Y. (2018). The effects of peer competition-based science learning game on secondary students’ performance, achievement goals, and perceived ability. Interactive Learning Environments, 26(2), 235-244. https://doi.org/10.1080/10494820.2017.1300776

Chiou, C.-C., Tien, L.-C., y Tang, Y.-C. (2020). Applying structured computer-assisted collaborative concept mapping to flipped classroom for hospitality accounting. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100243. https://doi.org/10.1016/j.jhlste.2020.100243

Cui, J., y Yu, S. (2019). Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps. British Journal of Educational Technology, 50(5), 2308-2328. https://doi.org/10.0.4.87/bjet.12841

Dianati, S., Nguyen, M., Dao, P. , Iwashita, N., y Vasquez, C. (2020). Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus. Journal of University Teaching and Learning Practice, 17(5).

Dong, Y., Yin, H., Du, S., y Wang, A. (2021). The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design. Nurse Education Today, 105, 105037. https://doi.org/10.1016/j.nedt.2021.105037

Dori, Y. J., Kohen, Z., y Rizowy, B. (2020). Mathematics for computer science: A flipped classroom with an optional project. En Eurasia Journal of Mathematics, Science and Technology Education, 16(12).

Dutra de Oliveira Neto, J., de Sousa Gomes, G., y Titton, L. A. (2017). Using technology driven flipped class to promote active learning in accounting. Revista Universo Contábil, 13(1), 49-64. https://doi.org/10.0.16.174/ruc.2017103

Foster, J., y Yaoyuneyong, G. (2016). Teaching innovation: Equipping students to overcome real-world challenges. Higher Education Pedagogies, 1(1), 42-56. https://doi.org/10.1080/23752696.2015.1134195

Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318. https://doi.org/10.1016/j.jclepro.2021.129318

Hsia, S., Tran, D. N., Beechinor, R., Gahbauer, A., Fitzsimmons, A., y Brock, T. (2020). Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students. Currents in Pharmacy Teaching and Learning, 12(10), 1252-1257. https://doi.org/10.1016/j.cptl.2020.05.010

Kerrigan, J., Weber, K., y Chinn, C. (2021). Effective collaboration in the productive failure process. The Journal of Mathematical Behavior, 63, 100892. https://doi.org/10.1016/j.jmathb.2021.100892

Koh, J. H. L. (2019). Four pedagogical dimensions for understanding flipped classroom practices in higher education: A systematic review. Educational Sciences: Theory & Practice, 19(4), 14-33. https://doi.org/10.0.49.194/estp. 2019.4.002

Lage, M. J., Platt, G. J., y Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://econpapers.repec.org/RePEc:taf:jeduce:v:31:y:2000:i:1:p:30-43

Lai, C.-F., Zhong, H.-X., y Chiu, P. -S. (2021). Investigating the impact of a flipped programming course using the DT-CDIO approach. Computers & Education, 173, 104287. https://doi.org/10.1016/j.compedu.2021.104287

Lambach, D., Kärger, C., y Goerres, A. (2017). Inverting the large lecture class: Active learning in an introductory international relations course. European Political Science, 16(4), 553-569. https://doi.org/10.1057/s41304-016-0078-3

Le Roux, I., y Nagel, L. (2018). Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the community of inquiry lens. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0098-x

Lighthall, G. K., Bahmani, D., y Gaba, D. (2016). Evaluating the impact of classroom education on the management of septic shock using human patient simulation. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 11(1), 19-24. https://doi.org/10.1097/SIH.0000000000000126

Lopes, A. P. , y Soares, F. (2018). Perception and performance in a flipped Financial Mathematics classroom. The International Journal of Management Education, 16(1), 105-113. https://doi.org/10.1016/j.ijme.2018.01.001

Mohammadi, J., Barati, H., y Youhanaee, M. (2019). The effectiveness of using flipped classroom model on Iranian EFL learners’ English achievements and their willingness to communicate. English Language Teaching, 12(5), 101-115).

Motameni, R. (2018). The combined impact of the flipped classroom, collaborative learning, on students’ learning of key marketing concepts. Journal of University Teaching and Learning Practice, 15(3). https://ro.uow.edu.au/jutlp/vol15/iss3/4/

Nachlieli, T., y Tabach, M. (2019). Ritual-enabling opportunities-to-learn in mathematics classrooms. Educational Studies in Mathematics, 101(2), 253-271. https://doi.org/10.1007/s10649-018-9848-x

Nes, A. A. G., Høybakk, J., Zlamal, J., y Solberg, M. T. (2021). Mixed teaching methods focused on flipped classroom and digital unfolding case to enhance undergraduate nursing students’ knowledge in nursing process. International Journal of Educational Research, 109, 101859. https://doi.org/10.1016/j.ijer.2021.101859

Njie-Carr, V. P. S., Ludeman, E., Lee, M. C., Dordunoo, D., Trocky, N. M., y Jenkins, L. S. (2017). An integrative review of flipped classroom teaching models in Nursing education. Journal of Professional Nursing, 33(2), 133-144. https://doi.org/10.1016/j.profnurs.2016.07.001

Ozbay, O., y Cýnar, S. (2021). Effectiveness of flipped classroom teaching models in nursing education: A systematic review. Nurse Education Today, 102, 104922. https://doi.org/10.1016/j.nedt.2021.104922

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuiness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., y Moher, D. (2021). The prisma 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 89. https://doi.org/10.1186/s13643-021-01626-4

Pickering, J. D., y Roberts, D. J. H. (2018). Flipped classroom or an active lecture? Clinical Anatomy, 31(1), 118-121. https://doi.org/10.1002/ca.22983

Rawas, H., Bano, N., y Alaidarous, S. (2020). Comparing the effects of individual versus group face-to-face class activities in flipped classroom on student’s test performances. Health Professions Education, 6(2), 153-161. https://doi.org/10.1016/j.hpe.2019.06.002

Røe, Y., Rowe, M., Ødegaard, N. B., Sylliaas, H., y Dahl-Michelsen, T. (2019). Learning with technology in physiotherapy education: Design, implementation and evaluation of a flipped classroom teaching approach. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1728-2

Roselli, N. D. (2016). Collaborative learning: Theoretical foundations and applicable strategies to University teaching. Propósitos y Representaciones, 4(1). https://revistas.usil.edu.pe/index.php/pyr/article/view/90

Sengel, E. (2016). To flip or not to flip: Comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547-555. https://doi.org/10.1016/j.chb.2016.07.034

Shen, J. (2018). Flipping the classroom for information literacy instruction: Considerations towards personalisation and collaborative learning. Journal of Information Literacy, 12(1), 48-67. https://doi.org/10.11645/12.1.2274

Sheppard, M. E., Vitalone-Raccaro, N., Kaari, J. M., y Ajumobi, T. T. (2017). Using a flipped classroom and the perspective of families to teach medical students about children with disabilities and special education. Disability and Health Journal, 10(4), 552-558. https://doi.org/10.1016/j.dhjo.2017.03.012

Solbach‑Sabbach, C., Adar, T., Alperin, M., Karkabi, K., y Levkovich, I. (2019). Engaging family medicine residents in research training: An innovative research skills program in Israel. Education for Health: Change in Learning & Practice, 32(2), 79-83. https://doi.org/10.0.16.7/efh.EfH_36_18

Soltanpour, F., y Valizadeh, M. (2018). A flipped writing classroom: Effects on EFL learners’ argumentative essays. Advances in Language and Literary Studies, 9(1), 5-13.

Stern, C., Jordan, Z., y McArthur, A. (2014). Developing the review question and inclusion criteria. AJN The American Journal of Nursing, 114(4). https://journals.lww.com/ajnonline/Fulltext/2014/04000/Developing_the_Review_Question_and_Inclusion.30.aspx

Sun, J. C.-Y., y Wu, Y.-T. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. International Review of Research in Open and Distance Learning, 17(1), 79-99. https://doi.org/10.19173/irrodl.v17i1.2116

Suwito, S., y Hamdani, A. F. (2019). Developing students learning attributes through collaborative learning based on flipped classroom. Geosfera Indonesia, 4(1), 1-10. https://doi.org/10.19184/geosi.v3i2.8938

Urfa, M., y Durak, G. (2017). Implementation of the flipped classroom model in the Scientific Ethics course. Journal of Education and e-Learning Research, 4, 108-117. https://doi.org/10.20448/journal.509.2017.43.108.117

Van Alten, D. C. D., Phielix, C., Janssen, J., y Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003

Wagner, M. (2020). Effectiveness of flipped classroom instruction in secondary education. Universitat Passau. https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1720&context=grp#:~:text=Studies selected for the review,implementing student-centered teaching approaches.

Walsh, J. N., O’Brien, M. P. , y Costin, Y. (2021). Investigating student engagement with intentional content: An exploratory study of instructional videos. The International Journal of Management Education, 19(2), 100505. https://doi.org/10.1016/j.ijme.2021.100505

White, H., y Sabarwal, S. (2014). Diseño y métodos cuasiexperimentales. Síntesis metodológicas: evaluación de impacto n.o 8. UNICEF.

Zaka, P. A., Fox, W. H., y Docherty, P. D. (2019). Student perspectives of independent and collaborative learning in a flipped foundational engineering course. Australasian Journal of Educational Technology, 35(5), 79-94. https://doi.org/10.14742/ajet.3804

Zdravkova, K. (2016). Reinforcing social media based learning, knowledge acquisition and learning evaluation. Procedia - Social and Behavioral Sciences, 228, 16-23. https://doi.org/10.1016/j.sbspro.2016.07.003

Zheng, X., Johnson, T. E., y Zhou, C. (2020a). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research & Development, 68(6), 3527-3545. https://doi.org/10.0.3.239/s11423-020-09868-0

Zheng, X.-L., Kim, H., Lai, W., y Hwang, G. (2020b). Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective. British Journal of Educational Technology, 51(1), 103-130. https://doi.org/10.0.4.87/bjet.12763

Zou, D., Xie, H., Wang, F. L., y Kwan, R. (2020). Flipped learning with Wikipedia in higher education. Studies in Higher Education, 45(5), 1026-1045. https://doi.org/10.0.4.56/03075079.2020.1750195

Zurita-Cruz, J. N., Márquez-González, H., Miranda-Novales, G., y Villasís-Keever, M. Á. (2018). Estudios experimentales: diseños de investigación para la evaluación de intervenciones en la clínica . En Revista Alergia México, (65), 178-186.

Publicado

2022-05-11

Como Citar

Arellano-Becerril, E., & Escudero-Nahón, A. (2022). Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática. IE Revista De Investigación Educativa De La REDIECH, 13, e1492. https://doi.org/10.33010/ie_rie_rediech.v13i0.1492

Edição

Seção

Reportes de investigación