Aprendizaje inverso y motivación en el aula universitaria

Antonio  García Gómez

doi:10.58265/pulso.5093

Autores/as

Antonio García Gómez Universidad de Alcalá

DOI:

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

Palabras clave:

Aula Inversa, Aprendizaje Inverso, Just-In-Time Teaching, Motivación y Alumnado Universitario

Resumen

En el aula inversa, se espera que los estudiantes vengan a clase preparados para aprender. En concreto, la primera exposición a los contenidos básicos a los que el estudiante se enfrenta ocurre antes de la clase y, durante la misma, se crean dinámicas donde las ponga en práctica. Esta investigación tiene como objetivo explorar los beneficios de una metodología inversa (Just-in-Time Teaching) con estudiantes universitarios. De manera más específica, se pretende investigar si Just-in-Time Teaching acelera el aprendizaje y, a su vez, mantiene al estudiante motivado. A través de dos grupos de estudiantes universitarios, se ha intentado llevar a cabo un análisis sistemático de naturaleza cualitativa y cuantitativa que pretende dar cuenta de este doble objetivo. El análisis pone de manifiesto que en Just-in-Time Teaching no solo se involucran más en su propio aprendizaje, sino que, además, aprenden de manera más efectiva.

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