Aprendizaje inverso y motivación en el aula universitaria

Antonio  García Gómez

doi:10.58265/pulso.5093

Authors

Antonio García Gómez Universidad de Alcalá

DOI:

https://doi.org/10.58265/pulso.5093

Keywords:

Flipped Classroom, Flipped Learning, Just-In-Time Teaching, Motivation and University Students

Abstract

In the flipped classroom, students are required to come to class prepared. More precisely, students’ first exposure to the basic course content takes place before class and students actively apply the course content in class. This research aims to explore the benefits of a flipped learning approach (i.e. Just-in-Time Teaching) for university students. In particular, the aim is to investigate whether or not Just-in-Time Teaching accelerates learning and keep students’ motivation high. Using two groups of university students, it was attempted to carry out a systematic qualitative and quantitative analysis to offer an account of this two-fold aim. The analysis reveals that Just-in-Time teaching not only engages university students more, but also they learn more effectively.

Downloads

Download data is not yet available.

References

Al-Mahrooqi R.; Shahid A. y Cofie C. (2012). Analyzing the Use of Motivational Strategies by EFL Teachers in Oman. Malaysian Journal of ELT Research, 8(1), 36-72.

Anderman E. M. y Anderman L. H. (2010). Classroom Motivation. Upper Saddle River, NJ: Merrill.

Angelo, T. A. y Cross, P. K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (Second ed.). San Francisco, CA: Jossey-Bass.

Bahous, R.; Bacha, N, y Nabhani. M (2011). Motivating students in the EFL classroom: A case study of perspectives. English language teaching, 4 (3) (2011), p. 39 DOI: https://doi.org/10.5539/elt.v4n3p33

Beck, R. C. (2004). Motivation: Theories and principles. Upper Saddle River, N.J.: Pearson Education.

Bergmann, J. y Sams A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day and Flipped Learning: Gateway to Student Engagement. Virginia: ASCD.

Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012 Retrieved from http://chronicle.com/ article/How-Flipping-the- Classroom/130857/

Bruff, D. (2013). Using Peer Instruction to Flip Your Classroom: Highlights from Eric Mazur’s Recent Visit. Blog post, Vanderbilt University Center for Teaching.

Chambers, G. N. (1999). Motivating language learners. Clevedon: Multilingual Matters.

Dörnyei, Z. y Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (London: Thames Valley University), 4: 43-69.

Dörnyei, Z. (2001). Teaching and Researching Motivation. England: Pearson Education Limited.

Dörnyei, Z. (2007). Creating a motivating classroom environment. In Cummins, J.C. (ed.) International Handbook of English Language Teaching: 219-231. New York: Springer.

Dörnyei, Z. y Csizér, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research 2 (3), 203-229. DOI: https://doi.org/10.1177/136216889800200303

Driscoll, T. (2012). Flipped Learning and democratic Education: The Complete Report. Retrieved from http:// www.flipped-history.com/2012/12/flipped-learning-democraticeducation.html.

Guertin, L. A. (2010). Using Just-in-Time Teaching in the Geosciences. In Just-in-Time Teaching: Across the Disciplines, Across the Academy. Simking, S y Maier. M (Eds.) Sterling, VA: Stylus Publishing.

Huba, M. E. y Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon.

Hrynchak, P. y Batty, H. (2012). The Educational Theory Basis of Team-based Learning. Medical Teacher, 34: 796-801. DOI: https://doi.org/10.3109/0142159X.2012.687120

Johnson, D. W.; Johnson, R. T. y Smith, K. A. (1991). Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Company.

Johnston, S. y Cooper, J. (1997). Quick-thinks: Active-thinking Tasks in Lecture Classes and Televised Instruction. Cooperative Learning and College Teaching, 8(1), 2-7.

Johnson, L. y Renner, J. (2012). Effect of the flipped classroom model on secondary computer applications course: student and teacher perceptions, questions and student achievement (Doctoral Dissertation, University of Louisville).

Kimball, D. R. y Holyoak, K. J. (2000). Transfer and expertise. En E. Tulving y F.I.M. Craig (Eds.), The Oxford Handbook of Memory, 109-122. Nueva York: Oxford University Press.

Marshall, H. W. (2013, March 21). Three reasons to flip your classroom. Retrieved from http://www.slideshare.net/lainemarsh/3-reasons-to-flip-tesol-2013-32113

Marrs, K.A. y Navk, G. (2004). Just-in-time Teaching in Biology: Creating an Active Learner Classroom Using the Internet. Cell Biology Education, 3, 49-61. DOI: https://doi.org/10.1187/cbe.03-11-0022

Mazur, E. (1996). Peer Instruction: A User’s Manual. Englewood Cliffs, NJ: Prentice Hall.

Michaelson, L. K.; Knight, A. B. y Fink, L. D. (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing.

Novak, G. y Patterson, E.T. (2010). Getting started with JiTT. In Just-in-Time Teaching: Across the Disciplines, Across the Academy. Simking, S. y Maier, M (Eds.) Sterling, VA: Stylus Publishing.

Novak, G.; Pattterson, E.T.; Gavrin, A.D. y Christian, W. (1999). Just-in-Time Teaching: Blending Active Learning with Web technology. Upper Saddle River, NJ: Prentice Hall.

Özütürk, G. y Hürsen, C. (2014). Determination of University Students motivation in EFL Classroom. Procedia- Social and Behavioral Sciences, 116, 7-12 DOI: https://doi.org/10.1016/j.sbspro.2014.01.159

Ryan R. M. y Deci E. L. (2000). Intrinsic and Extrinsic Motivation: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54-67. DOI: https://doi.org/10.1006/ceps.1999.1020

Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task Orientation. Learning Environments, 15(2), 171. DOI: https://doi.org/10.1007/s10984-012-9108-4

Tuan, L. T. (2012) An Empirical Research into EFL Learners’ Motivation. Theory and Practice in Language Studies, 2 (3), 430-439. DOI: https://doi.org/10.4304/tpls.2.3.430-439

VanLehn, K.; Burleson, W.; Chavez Echeagaray, M. E.; Christopherson, R.; González Sánchez, J.; Hastings, J.; Hidalgo Pontet, Y. y Zhang, L. (2011). The affective meta-tutoring project: How to motivate students to use effective meta-cognitive strategies. In T. Hirashima et al. (Eds.) Proceedings of the 19th International Conference on Computers in Education. Chiang Mai, Thailand: Asia-Pacific Society for Computers in Education.