Percepción de los docentes sobre el uso del modelo tecno-pedagógico “Aula del Futuro” durante la pandemia COVID-19 considerando la Ciencia de Datos

Ricardo-Adán Salas-Rueda, Selene-Marisol Martínez-Ramírez, Gustavo De-La-Cruz-Martínez

Resumo


El objetivo de esta investigación cuantitativa es analizar las percepciones de los profesores sobre el uso del modelo tecno-pedagógico “Aula del Futuro” para la labor docente, el diseño de la secuencia y el aprendizaje colaborativo por medio de la Ciencia de Datos. Los algoritmos Machine Learning utilizados en este estudio son la Regresión Lineal y el Árbol de decisión. La muestra está compuesta por 108 docentes de la Universidad Nacional Autónoma de México (UNAM). Los resultados indican que la comprensión del modelo tecno-pedagógico “Aula del Futuro” influyen positivamente la labor docente, el diseño de la secuencia y el aprendizaje colaborativo. Asimismo, este estudio establece 3 esquemas predictivos sobre el uso de este modelo tecno-pedagógico considerando las características de los educadores a través de la técnica árbol de decisión. En conclusión, el modelo tecno-pedagógico “Aula del Futuro” es una alternativa que facilita el proceso de enseñanza-aprendizaje y la construcción de nuevos espacios virtuales educativos durante la pandemia COVID-19.

Texto completo:

PDF (Español (España))

Referências


AHMED, H. D.; ASIKSOY, G. Flipped classroom in language studies: a content analysis of recent articles. Near East University Online Journal of Education, Nicosia, v. 1, n. 1, p. 11-19, 2018. DOI: https://doi.org/10.32955/neuje.v1i1.52. Disponible en: https://dergi.neu.edu.tr/index.php/neuje/article/view/52. Acceso en: 21 jun. 2022.

ALFARO VIQUEZ, H.; JOUTSENLAHTI, J. Promoting learning with understanding: introducing languaging exercises in calculus course for engineering students at the university level. International Journal on Math, Science and Technology Education, Helsinki, v. 8, n. 1, p. 229-251, 2020. DOI: https://doi.org/10.31129/LUMAT.8.1.1412. Disponible en: https://journals.helsinki.fi/lumat/article/view/1412. Acceso en: 20 jun. 2022.

ARIANI, F. et al. Implementing online integrated character education and parental engagement in local cultural values cultivation. European Journal of Educational Research, Hanover, v. 11, n. 3, p. 1699-1714, 2022. DOI: https://doi.org/10.12973/eu-jer.11.3.1699. Disponible en: https://www.eu-jer.com/implementing-online-integrated-character-education-and-parental-engagement-in-local-cultural-values-cultivation. Acceso en: 20 jun. 2022.

AYDIN, M. et al. The meta-analysis of the studies about the effects of flipped learning on students’ achievement. Turkish Online Journal of Distance Education, Eskisehir, Turquía, v. 22, n. 1, p. 33-51, 2021. Disponible en: https://dergipark.org.tr/en/download/article-file/1477161 Acceso en: 20 jun. 2022.

BARAN, B. Experiences from the process of designing lessons with interactive whiteboard: ASSURE as a road map. Contemporary Educational Technology, Nicosia, v. 1, n. 4, p. 367-380, 2010. DOI: https://doi.org/10.30935/cedtech/6039. Disponible en: https://www.cedtech.net/article/experiences-from-the-process-of-designing-lessons-with-interactive-whiteboard-assure-as-a-road-map-6039. Acceso en: 19 jun. 2022.

BORCHARDT, J.; BOZER, A. H. Psychology course redesign: an interactive approach to learning in a micro-flipped classroom. Smart Learning Environments, [S. l.], v. 4, n. 1, p. 1-10, 2017. DOI: https://doi.org/10.1186/s40561-017-0049-3. Disponible en: https://slejournal.springeropen.com/articles/10.1186/s40561-017-0049-3. Acceso en: 18 jun. 2022.

BURSA, S.; CENGELCI KOSE, T. The effect of flipped classroom practices on students’ academic achievement and responsibility levels in social. Turkish Online Journal of Distance Education, Eskisehir, Turquía, v. 21, n. 4, p. 143-159, 2020. Disponible en: https://eric.ed.gov/?id=EJ1269776. Acceso en: 20 jun. 2022.

CHUKWUEMEKA, E. J. et al. Redesigning educational delivery systems: the needs and options for continuous learning during the coronavirus (COVID-19) pandemic in Nigeria. Contemporary Educational Technology, Nicosia, v. 13, n. 1, p. 1-8, 2021. DOI: https://doi.org/10.30935/cedtech/9363. Disponible en: https://www.cedtech.net/article/redesigning-educational-delivery-systems-the-needs-and-options-for-continuous-learning-during-the-9363. Acceso en: 25 jun. 2022.

DASH, M. The flipped learning series: flipped learning for math instruction. Turkish Online Journal of Distance Education, Eskisehir, Turquía, v. 22, n. 1, p. 246-249, 2020. Disponible en: https://dergipark.org.tr/en/pub/tojde/issue/58999/849914. Acceso en: 26 jun. 2022.

DAVIS, N. L. Anatomy of a flipped classroom. Journal of Teaching in Travel & Tourism, [S. l.], v. 16, n. 3, p. 228-232, 2016. DOI: https://doi.org/10.1080/15313220.2015.1136802. Disponible en: https://www.tandfonline.com/doi/full/10.1080/15313220.2015.1136802. Acceso en: 20 jun. 2022.

DROZDIKOVA-ZARIPOVA, A. R.; SABIROVA, E. G. Usage of digital educational resources in teaching students with application of “flipped classroom” technology. Contemporary Educational Technology, Nicosia, v. 12, n. 2, p. 1-8, 2020. DOI: https://doi.org/10.30935/cedtech/8582. Disponible en: https://www.cedtech.net/article/usage-of-digital-educational-resources-in-teaching-students-with-application-of-flipped-classroom-8582. Acceso en: 14 jun. 2022.

EKMEKCI, E. The flipped writing classroom in turkish efl context: a comparative study on a new model. Turkish Online Journal of Distance Education, Eskisehir, Turquía, v. 18, n. 2, p. 151-167, 2017. Disponible en: https://dergipark.org.tr/tr/download/article-file/294461. Acceso en: 20 jun. 2022.

GUVENC, G. The flipped classroom approach in teaching writing: an action research. International Journal of Social Sciences and Education Research, [S. l.], v. 4, n. 3, p. 421-432, 2018. Disponible en: https://dergipark.org.tr/tr/download/article-file/511609. Acceso en: 23 jun. 2022.

HAATAINEN, O.; AKSELA, M. Project-based learning in integrated science education: active teachers’ perceptions and practices. International Journal on Math, Science and Technology Education, Helsinki, v. 9, n. 1, p. 149-173, 2021. DOI: https://doi.org/10.31129/LUMAT.9.1.1392. Disponible en: https://journals.helsinki.fi/lumat/article/view/1392. Acceso en: 23 jun. 2022.

HAATAJA, E.; LAINE, A.; HANNULA, M. Educators’ perceptions of mathematically gifted students and a socially supportive learning environment: acase study of a Finnish upper secondary school. International Journal on Math, Science and Technology Education, Helsinki, v. 8, n. 1, p. 44-66, 2020. DOI: https://doi.org/10.31129/LUMAT.8.1.1368. Disponible en: https://journals.helsinki.fi/lumat/article/view/1368. Acceso en: 22 jun. 2022.

HAVA, K. The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Educational Research, Amasya, Turquía, v. 8, n. 1, p. 379-394, 2021. DOI: http://dx.doi.org/10.17275/per.21.22.8.1. Disponible en: https://dergipark.org.tr/tr/download/article-file/1187623. Acceso en: 22 jun. 2022.

HAVA, K.; GELIBOLU, M. F. The impact of digital citizenship instruction through flipped classroom model on various variables. Contemporary Educational Technology, Nicosia, v. 9, n. 4, p. 390-404, 2018. DOI: https://doi.org/10.30935/cet.471013. Disponible en: https://www.cedtech.net/article/the-impact-of-digital-citizenship-instruction-through-flipped-classroom-model-on-various-variables-6229. Acceso en: 15 jun. 2022.

KARADENIZ, A. The effect of the flipped classroom model on learners’ academic achievement, attitudes and social presence. Anadolu Journal of Educational Sciences International, Eskisehir, Turquía, v. 8, n. 1, p. 195-213, 2018. DOI: 10.18039/ajesi.393949. Disponible en: https://dergipark.org.tr/tr/download/article-file/424046. Acceso en: 25 jun. 2022.

KARATAS, K.; ARPACI, I. The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, Nicosia, v. 13, n. 3, p. 1-8, 2021. DOI: https://doi.org/10.30935/cedtech/10786. Disponible en: https://www.cedtech.net/article/the-role-of-self-directed-learning-metacognition-and-21st-century-skills-predicting-the-readiness-10786. Acceso en: 20 jun. 2022.

KIRMIZI, O.; KOMEC, F. The impact of the flipped classroom on receptive and productive vocabulary learning. Journal of Language and Linguistic Studies, Ancara, Turquía, v. 15, n. 2, p. 437-449, 2019. Disponible en: https://www.jlls.org/index.php/jlls/article/view/1059. Acceso en: 20 jun. 2022.

MCCORD, R.; JELDES, I. Engaging non-majors in MATLAB programming through a flipped classroom approach. Computer Science Education, [S. l.], v. 29, n. 4, p. 313-334, 2019. DOI: https://doi.org/10.1080/08993408.2019.1599645. Disponible en: https://www.tandfonline.com/doi/full/10.1080/08993408.2019.1599645. Acceso en: 27 jun. 2022.

MOATE, J.; KUNTZE, S.; CHAN, M. C. E. Student participation in peer interaction: use of material resources as a key consideration in an open-ended problem-solving mathematics task. International Journal on Math, Science and Technology Education, Helsinki, v. 9, n. 1, p. 29-55, 2021. DOI: https://doi.org/10.31129/LUMAT.9.1.1470. Disponible en: https://journals.helsinki.fi/lumat/article/view/1470. Acceso en: 22 jun. 2022.

NAYCI, O. Content analysis on the graduate theses done about flipped classroom model in turkey. Turkish Online Journal of Distance Education, Eskisehir, Turquía, v. 22, n. 2, p. 206-222, 2021. DOI:10.17718/tojde.906864. Disponible en: https://dergipark.org.tr/tr/download/article-file/1674190. Acceso en: 29 jun. 2022.

OGDEN, L. Student perceptions of the flipped classroom in college Algebra, Primus, Londres, v. 25, n. 9, p. 782-791, 2015. DOI: https://doi.org/10.1080/10511970.2015.1054011. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10511970.2015.1054011. Acceso en: 30 jun. 2022.

PU, S.; YAN, Y.; ZHANG, L. Peers, study effort, and academic performance in college education: evidence from randomly assigned roommates in a flipped classroom. Research in Higher Education, Dordrecht, Holanda, v. 61, p. 248-269, 2020. DOI: https://doi.org/10.1007/s11162-019-09571-x. Disponible en: https://link.springer.com/article/10.1007/s11162-019-09571-x. Acceso en: 29 jun. 2022.

PUTRI, P.; SOFYAN, H. A sımulatıon-based interactive learning multimedia development for photosynthesıs and respıratıon practicum in junior high schools. Journal of Educational Technology and Online Learning, Balikesir, Turquia, v. 3, n. 3, p. 311-339, 2020. DOI: 10.31681/jetol.775947. Disponible en: https://files.eric.ed.gov/fulltext/EJ1293773.pdf Acceso en: 27 jun. 2022.

RAHMADI, I. F.; LAVICZA, Z.; HOUGHTON, T. Towards user-generated microgames for supporting learning: an investigative exploration. Contemporary Educational Technology, Nicosia, v. 13, n. 3, p. 1-12, 2021. DOI: https://doi.org/10.30935/cedtech/10785. Disponible en: https://www.cedtech.net/article/towards-user-generated-microgames-for-supporting-learning-an-investigative-exploration-10785. Acceso en: 21 jun. 2022.

RASOOL, U. et al. The effects of online supervisory feedback on student-supervisor communications during the covid-19. European Journal of Educational Research, Hanover, v. 11, n. 3, p. 1569-1579, 2022. DOI: https://doi.org/10.12973/eu-jer.11.3.1569. Disponible en: https://www.eu-jer.com/the-effects-of-online-supervisory-feedback-on-student-supervisor-communications-during-the-covid-19. Acceso en: 20 jun. 2022.

SALAS-RUEDA, R. A. et al. Dispositivos móviles y muro colaborativo: ¿medios de comunicación para innovar el proceso de enseñanza-aprendizaje sobre las ciencias sociales? Meta: Avaliação, Rio de Janeiro, v. 12, n. 36, p. 601-624, 2020. Disponible en: https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/2626. Acceso en: 20 jun. 2022.

SALAS-RUEDA, R. A. et al. Muro colaborativo: ¿Aplicación web necesaria para mejorar las condiciones de enseñanza-aprendizaje en la Facultad de Psicología? Revista Dilemas Contemporáneos: Educación, Política y Valores, Toluca, México, v. 8, n. 2, p. 1-20, 2021. DOI: https://doi.org/10.46377/dilemas.v8i2.2531. Disponible en: https://dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/2531. Acceso en: 21 jun. 2022.

SALAS-RUEDA, R. A. et al. students’ perception about the incorporation of technological tools in the educational field during the covid-19 pandemic. Online Journal of Communication and Media Technologies, Londres, v. 12, n. 3, p. 1-12, 2022. DOI: https://doi.org/10.30935/ojcmt/12168 Disponible en: https://www.ojcmt.net/article/students-perception-about-the-incorporation-of-technological-tools-in-the-educational-field-during-12168 Acceso en: 24 oct. 2023.

SALAS-RUEDA, R. A. Uso del deep learning para analizar Facebook y Google Classroom en el campo educativo. Pixel-Bit: Revista de Medios y Educación, Sevilha, España, n. 67, p. 87-122, 2023. DOI: https://doi.org/10.12795/pixelbit.96994. Disponible en: https://recyt.fecyt.es/index.php/pixel/article/view/96994. Acceso en: 24 oct. 2023.

SALAS-RUEDA, R. A.; RAMÍREZ-ORTEGA, J.; ESLAVA-CERVANTES, A. Use of the collaborative wall to improve the teaching-learning conditions in the bachelor of visual arts. Contemporary Educational Technology, Nicosia, v. 13, n. 1, p. 1-8, 2021. DOI: https://doi.org/10.30935/cedtech/8711. Disponible en: https://www.cedtech.net/article/use-of-the-collaborative-wall-to-improve-the-teaching-learning-conditions-in-the-bachelor-of-visual-8711. Acceso en: 24 jun. 2022.

SARIGOZ, O. An analytical study related learning with flipped classrooms model. Mustafa Kemal University Journal of Social Sciences Institute, Antakya, Turquía, v. 14, n. 38, p. 1-11, 2017. Disponible en: https://eric.ed.gov/?id=ED607519. Acceso en: 29 jun. 2022.

STRATTON, E. et al. Evaluating flipped versus face-to-face classrooms in middle school on science achievement and student perceptions. Contemporary Educational Technology, Nicosia, v. 11, n. 1, p. 131-142, 2020. DOI: https://doi.org/10.30935/cet.646888. Disponible en: https://www.cedtech.net/download/evaluating-flipped-versus-face-to-face-classrooms-in-middle-school-on-science-achievement-and-6284.pdf. Acceso en: 20 jun. 2022.

TALAN, T.; BATDI, V. Evaluating the flipped classroom model through the multi-complementary approach. Turkish Online Journal of Distance Education, Eskisehir, Turquía, v. 21, n. 4, p. 31-67, 2020. DOI: https://doi.org/10.17718/tojde.803351. Disponible en: https://dergipark.org.tr/tr/pub/tojde/issue/57047/803351. Acceso en: 20 jun. 2022.

TANG, F. et al. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship. Medical Education Online, [S. l.], v. 22, n. 1, p. 1-10, 2017. DOI: https://doi.org/10.1080/10872981.2017.1395679. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10872981.2017.1395679. Acceso en: 20 jun. 2022.

TEKIN, O.; EMMIOGLU-SARIKAYA, E. Flipped classroom model in high school mathematics. Bartin University Journal of Faculty of Education, Bartin, Turquía, v. 9, n. 2, p. 301-314, 2020. DOI: 10.14686/buefad.559990. Disponible en: https://www.acarindex.com/pdfler/acarindex-f8ac939c-d858.pdf. Acceso en: 20 jun. 2022.

TURAN, Z.; GOKTAS, Y. Innovative redesign of teacher education ict courses: how flipped classrooms impact motivation? Journal of Education and Future, [S. l.], v. 13, p. 133-144, 2018. Disponible en: https://dergipark.org.tr/en/pub/jef/issue/35229/390937. Acceso en: 20 jun. 2022.

UMUTLU, D.; AKPINAR, Y. Effects of different video modalities on writing achievement in flipped english classes. Contemporary Educational Technology, Nicosia, v. 12, n. 2, p. 1-12, 2020. DOI: https://doi.org/10.30935/cedtech/7993. Disponible en: https://www.cedtech.net/article/effects-of-different-video-modalities-on-writing-achievement-in-flipped-english-classes-7993. Acceso en: 18 jun. 2022.

WINTER, J. Performance and motivation in a middle school flipped learning course. TechTrends, Washington, EUA, v. 62, p. 176-183, 2018. DOI: https://doi.org/10.1007/s11528-017-0228-7. Disponible en: https://link.springer.com/article/10.1007/s11528-017-0228-7. Acceso en: 20 jun. 2022.

WOZNY, N.; BALSER, C.; IVES, D. Evaluating the flipped classroom: a randomized controlled trial. The Journal of Economic Education, Philadelphia, v. 49, n. 2, p. 115-129, 2018. DOI: https://doi.org/10.1080/00220485.2018.1438860. Disponible en: https://www.tandfonline.com/doi/full/10.1080/00220485.2018.1438860 Acceso en: 25 jun. 2022.

ZUMMO, L. M.; BROWN, B. A. The human limitations of flipped science instruction: exploring students learning and perceptions of flipped teaching. International Technology and Education Journal, [S. l.], v. 4, n. 1, p. 1-14, 2020. Disponible en: https://eric.ed.gov/?id=EJ1286694 Acceso en: 21 jun. 2022.




DOI: http://dx.doi.org/10.22347/2175-2753v15i49.4074

Bookmark and Share


Direitos autorais 2023 Fundação Cesgranrio

Licença Creative Commons
Este obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional.

Principios Norteadores para o Avaliador

Guiding Principles for Evaluators American Evaluation Association (AEA)

Com o proposito de guiar o trabalho dos profissionais de avaliação e assegurar a etica de sua atuacao, a American Evaluation Association (AEA) - Associacao Profissional de Avaliadores - estabeleceu cinco principios norteadores aqui resumidos:

1.  Indagacao Sistematica, no que se refere à capacidade de coletar dados utilizando tecnicas apropriadas e comunicando metodos e abordagens com a devida transparencia para permitir acesso e critica.

2.  Competencia, no que se refere a demonstrar atuacao competente perante os envolvidos no processo avaliativo e desenvolver continuamente sua capacidade para alcancar o mais alto nivel de desempenho possivel.

3.  Integridade/Honestidade, no que se refere a assegurar honestidade e integridade ao longo de todo o processo avaliativo, negociando com os envolvidos e interessados na avaliação e buscando esclarecer e orientar procedimentos que venham provocar distorcoes ou indevidas utilizacoes.

4.  Respeito pelas pessoas, no que se refere ao respeito pela seguranca, dignidade e auto-valorizacao dos envolvidos no processo avaliativo, atuando sempre com etica profissional, evitando riscos e prejuizos que possam afetar os participantes para assegurar, o melhor possivel, o respeito às diferencas e o direito social de retorno dos resultados, aos envolvidos.

5.  Responsabilidade pelo bem estar geral e público, no que se refere a levar em consideracao a diversidade de interesses e valores que possam estar relacionados ao público em geral,buscando responder nao somente às expectativas mais imediatas, mas tambem às implicacoes e repercussoes mais amplas e, nesse sentido, disseminar a informacao sempre que necessario.

Indexado em:

  1. Miguilim - Diretório das revistas científicas eletrônicas brasileiras

  2. DOAJ - Directory of Open Access Journals

  3. EBSCO - Information Services

  4. Edubase

  5. Google Scholar

  6. Latindex - Sistema regional de información en línea para revistas científicas de América Latina, el Caribe, España y Portugal

  7. LivRe! - Portal do CNEN - Comissão Nacional de Energia Nuclear do Ministério de Ciência, Tecnologia e Inovação

  8. OEI - Organizacion de Estados Iberoamericanos (Madri, Espanha, CREDI)

  9. RCAAP - Repositorio Cientifico de Acesso Aberto de Portugal

  10. REDIB - Red Iberoamericana de Innovación y Conocimiento Científico

  11. Scopus - A maior base de dados de abstracts e citacao de literatura revisada por pares:periodicos cientificos, livros e anais

 

Scimago

SJR : Scientific Journal Rankings

SCImago Journal & Country Rank
  
  

Meta: Aval., Rio de Janeiro, ISSN 2175-2753.