Percepciones de los estudiantes de secundaria sobre el modelo flipped classroom en un contexto en línea
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Durante la pandemia, el modelo de aula invertida (flipped classroom model - FCM) totalmente en línea se convirtió en una alternativa al FCM híbrido. Para evaluar la aplicación del FCM en un contexto en línea, se llevó a cabo un estudio de investigación-acción con estudiantes de secundaria portugueses que combinaba clases asíncronas y síncronas. El diseño de las clases se basó en el Modelo 5E: Engage, Explore, Explain, Elaborate and Evaluate. Los datos se recogieron mediante un cuestionario y las interacciones de los/as estudiantes en las actividades sincrónicas. Los resultados muestran que las lecciones asíncronas estimularon el interés de los estudiantes por el tema (Engage), permitiéndoles adquirir una comprensión inicial del mismo (Explore) y demostrar el aprendizaje adquirido (Explain). Las clases sincrónicas pusieron de relieve el papel activo del alumnado en la resolución de problemas complejos en grupo y en la ampliación del aprendizaje autónomo (Elaborate y Evaluate). Sin embargo, en el proceso de ampliación de su aprendizaje, se observó que los/as estudiantes confiaban más en la retroalimentación inmediata del profesorado que en la de sus compañeros/as. Los resultados del estudio confirman que el FCM se adecua al entorno en línea y fomenta la personalización del aprendizaje personalizado y la autonomía del alumnado.
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