Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem

Both educators and psychologists have called attention to a need to spark innovation in the classroom in general and in the university classroom in particular. The use of ICT and the implementation of new approaches to teaching that allow, on the one hand, teachers to cater for diversity and, on the...

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Detalhes bibliográficos
Autor: García Gómez, Antonio
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2019
País:Costa Rica
Recursos:Universidad de Costa Rica
Repositório:Portal de Revistas UCR
Idioma:espanhol
OAI Identifier:oai:portal.ucr.ac.cr:article/39115
Acesso em linha:https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115
Access Level:Acceso aberto
Palavra-chave:Flipped classroom
self-esteem
accelerated learning
university classroom
teaching innovation
Aula invertida
autoestima
aprendizaje acelerado
aula universitaria
innovación docente
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spelling Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteemFlipped learning en el aula universitaria: aprendizaje acelerado, percepción del proceso de aprendizaje y autoestima del estudianteGarcía Gómez, AntonioFlipped classroomself-esteemaccelerated learninguniversity classroomteaching innovationAula invertidaautoestimaaprendizaje aceleradoaula universitariainnovación docenteBoth educators and psychologists have called attention to a need to spark innovation in the classroom in general and in the university classroom in particular. The use of ICT and the implementation of new approaches to teaching that allow, on the one hand, teachers to cater for diversity and, on the other hand, students to take the reins of the learning process havebecome the building block of innovation at university level. The present study describes the implementation of a flipped classroom approach with university students that are studying content through English as Foreign Language. Using a control group (45 students) and anexperimental group (44 students), the results show that the implementation of a flipped classroom approach seems to accelerate students’ learning. Apart from the academic results, the study also gives evidence of the positive impact on students’ self-esteem.Tanto educadores como psicopedagogos han señalado la necesidad de innovar en el aula en general y en el aula universitaria en concreto. En el caso del aula universitaria, el uso de las nuevas tecnologías y la adopción de nuevos enfoques que permitan atender a la diversidad de grupos numerosos mientras el estudiante se convierte en el motor de su propio proceso deaprendizaje, parecen ser los ejes principales en esa necesidad de invocación. Este trabajo presenta un estudio de los efectos de la implementación de un enfoque invertido en estudiantes de grado que estudian contenidos en inglés como lengua extranjera. Usando un grupo de control (45 estudiantes) y un grupo experimental (44 estudiantes), los resultadosparecen poner de manifiesto que la enseñanza mediante un enfoque invertido acelera el aprendizaje de los estudiantes. Además, el estudio da evidencias, independientemente de sus resultados académicos, del impacto positivo que este enfoque tiene en la autoestima de los estudiantes.Universidad de Costa Rica2019-09-24info:eu-repo/semantics/publishedVersionArticleartículo originalhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdfapplication/epub+zipaudio/x-aiffhttps://revistas.ucr.ac.cr/index.php/filyling/article/view/3911510.15517/rfl.v45i2.39115Journal of Philology and Linguistics of the University of Costa Rica; Vol. 45 No. 2 (2019): Octubre 2019 - Marzo 2020; 227-246Revista de Filología y Lingüística de la Universidad de Costa Rica; Vol. 45 Núm. 2 (2019): Octubre 2019 - Marzo 2020; 227-246Revista de Filología y Lingüística; Vol. 45 N.º 2 (2019): Octubre 2019 - Marzo 2020; 227-2462215-26280377-628Xreponame:Portal de Revistas UCRinstname:Universidad de Costa Ricainstacron:UCRspahttps://revistas.ucr.ac.cr/index.php/filyling/article/view/39115/39845https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115/39846https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115/39977acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-06-09T02:55:50Zoai:portal.ucr.ac.cr:article/39115Portal de revistashttps://revistas.ucr.ac.cr/Universidadhttp://www.ucr.ac.crhttps://revistas.ucr.ac.cr/index.php/index/oaijorge.polanco@ucr.ac.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2025-08-13T09:58:09.585Portal de Revistas UCR - Universidad de Costa Ricafalse
dc.title.none.fl_str_mv Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
Flipped learning en el aula universitaria: aprendizaje acelerado, percepción del proceso de aprendizaje y autoestima del estudiante
title Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
spellingShingle Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
García Gómez, Antonio
Flipped classroom
self-esteem
accelerated learning
university classroom
teaching innovation
Aula invertida
autoestima
aprendizaje acelerado
aula universitaria
innovación docente
title_short Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
title_full Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
title_fullStr Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
title_full_unstemmed Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
title_sort Flipped Learning in Higher Education: Accelerated Learning, Students' Perception of the Learning Process and Self-esteem
dc.creator.none.fl_str_mv García Gómez, Antonio
author García Gómez, Antonio
author_facet García Gómez, Antonio
author_role author
dc.subject.none.fl_str_mv Flipped classroom
self-esteem
accelerated learning
university classroom
teaching innovation
Aula invertida
autoestima
aprendizaje acelerado
aula universitaria
innovación docente
topic Flipped classroom
self-esteem
accelerated learning
university classroom
teaching innovation
Aula invertida
autoestima
aprendizaje acelerado
aula universitaria
innovación docente
description Both educators and psychologists have called attention to a need to spark innovation in the classroom in general and in the university classroom in particular. The use of ICT and the implementation of new approaches to teaching that allow, on the one hand, teachers to cater for diversity and, on the other hand, students to take the reins of the learning process havebecome the building block of innovation at university level. The present study describes the implementation of a flipped classroom approach with university students that are studying content through English as Foreign Language. Using a control group (45 students) and anexperimental group (44 students), the results show that the implementation of a flipped classroom approach seems to accelerate students’ learning. Apart from the academic results, the study also gives evidence of the positive impact on students’ self-esteem.
publishDate 2019
dc.date.none.fl_str_mv 2019-09-24
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
Article
artículo original
http://purl.org/coar/resource_type/c_2df8fbb1
info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115
10.15517/rfl.v45i2.39115
url https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115
identifier_str_mv 10.15517/rfl.v45i2.39115
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115/39845
https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115/39846
https://revistas.ucr.ac.cr/index.php/filyling/article/view/39115/39977
dc.rights.none.fl_str_mv acceso abierto
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
rights_invalid_str_mv acceso abierto
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
audio/x-aiff
dc.publisher.none.fl_str_mv Universidad de Costa Rica
publisher.none.fl_str_mv Universidad de Costa Rica
dc.source.none.fl_str_mv Journal of Philology and Linguistics of the University of Costa Rica; Vol. 45 No. 2 (2019): Octubre 2019 - Marzo 2020; 227-246
Revista de Filología y Lingüística de la Universidad de Costa Rica; Vol. 45 Núm. 2 (2019): Octubre 2019 - Marzo 2020; 227-246
Revista de Filología y Lingüística; Vol. 45 N.º 2 (2019): Octubre 2019 - Marzo 2020; 227-246
2215-2628
0377-628X
reponame:Portal de Revistas UCR
instname:Universidad de Costa Rica
instacron:UCR
instname_str Universidad de Costa Rica
instacron_str UCR
institution UCR
reponame_str Portal de Revistas UCR
collection Portal de Revistas UCR
repository.name.fl_str_mv Portal de Revistas UCR - Universidad de Costa Rica
repository.mail.fl_str_mv jorge.polanco@ucr.ac.cr
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