Articles producció científica> Pedagogia

Flipped Learning and its learning times distribution: An experience in secondary education

  • Dades identificatives

    Identificador: imarina:9267719
    Autors:
    Palau RFornons V
    Resum:
    The Flipped Learning (FL) model transfers certain learning processes outside of the classroom and uses class time to engage in active learning with students. The objective of this research is, on the one hand, to quantify the time that students spend on activities, discriminating which are active and passive learning, in class or at home. And on the other, to compare its variation with respect to the use of the FL or a traditional pedagogical model. The methodology used in the research has been quantitative with a quasi-experimental design with a control group and an experimental group. The data was obtained by recording the time spent on active and passive learning activities in class by the teacher and at home by the students, in each of the two groups. The results of the study indicate that the use of FL causes an increase of 155.25% in the class time dedicated to active learning activities; and that students dedicate 35.30% more time to academic activities at home compared to using a traditional pedagogical model.
  • Altres:

    Autor segons l'article: Palau R; Fornons V
    Departament: Pedagogia
    Autor/s de la URV: Palau Martin, Ramon Felix
    Paraules clau: Time, mathematics Learning analytics Flipped learning Active methodologies
    Resum: The Flipped Learning (FL) model transfers certain learning processes outside of the classroom and uses class time to engage in active learning with students. The objective of this research is, on the one hand, to quantify the time that students spend on activities, discriminating which are active and passive learning, in class or at home. And on the other, to compare its variation with respect to the use of the FL or a traditional pedagogical model. The methodology used in the research has been quantitative with a quasi-experimental design with a control group and an experimental group. The data was obtained by recording the time spent on active and passive learning activities in class by the teacher and at home by the students, in each of the two groups. The results of the study indicate that the use of FL causes an increase of 155.25% in the class time dedicated to active learning activities; and that students dedicate 35.30% more time to academic activities at home compared to using a traditional pedagogical model.
    Àrees temàtiques: Sociology Science and technology studies Revistas de ciencias de la educación Psychology Pedagogical & educational research Media studies and communication Information systems Gender studies Education & educational research Education Educación Educació Cultural studies Computer science applications Computer networks and communications Ciencias sociales Ciencias humanas Ciencias de la educación
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: ramon.palau@urv.cat
    Identificador de l'autor: 0000-0002-9843-3116
    Data d'alta del registre: 2024-09-07
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://recyt.fecyt.es/index.php/pixel/article/view/92948
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Píxel-Bit. Revista De Medios Y Educación. 64 (64): 235-264
    Referència de l'ítem segons les normes APA: Palau R; Fornons V (2022). Flipped Learning and its learning times distribution: An experience in secondary education. Píxel-Bit. Revista De Medios Y Educación, 64(64), 235-264. DOI: 10.12795/pixelbit.92948
    DOI de l'article: 10.12795/pixelbit.92948
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2022
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Computer Networks and Communications,Computer Science Applications,Education,Education & Educational Research,Information Systems
    Time, mathematics
    Learning analytics
    Flipped learning
    Active methodologies
    Sociology
    Science and technology studies
    Revistas de ciencias de la educación
    Psychology
    Pedagogical & educational research
    Media studies and communication
    Information systems
    Gender studies
    Education & educational research
    Education
    Educación
    Educació
    Cultural studies
    Computer science applications
    Computer networks and communications
    Ciencias sociales
    Ciencias humanas
    Ciencias de la educación
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