Evaluación de una formación online basada en Flipped classroom

Abstract

This research analyses the effectiveness of the Flipped classroom pedagogical
\nmodel in the performance and satisfaction of future teachers, students of the
\nMaster’s Degree in Teacher Training in a completely online environment. A
\nquantitative methodology is followed with a quasi-experimental design with a
\nnon-equivalent control group. The control group is made up of 103 students
\nand the experimental group is made up of 119. The academic performance of
\nboth groups is compared, before and after the intervention, with a knowledge
\nquestionnaire and evaluating the results of their learning throughout the semester.
\nIn addition, their opinion on the experience was studied by means of a satisfaction
\nquestionnaire at the end of the course. Both groups show an equivalent level of
\nknowledge at the pretest stage, and differences have been found upon completion
\nof the intervention, where the experimental group reaches higher levels, being
\nthe medium effect size (r=0.66). The activities utilized to evaluate the results
\nof the learning show the existence of statistically significant differences, being
\nthe average ranges higher in the experimental group in all activities, with a
\nvery large effect size in three of them (r=0.89, r=0.90 and r=0.96) and large in
\nanother (r=0.68). In relation to the degree of satisfaction of the students with
\nthe experience developed, all the dimensions analyzed obtain scores above 3.56
\n(on a scale of 1 to 4). After the implementation of the Flipped classroom model,
\na highly positive effect has been determined in the improvement of student
\nlearning, both in performance and in motivation, commitment and interaction
\nbetween students and teacher. The need to incorporate the Flipped classroom
\nmodel in the initial training of the teaching staff is concluded.

Topics & Concepts