Aprendizaje inverso y motivación en el aula universitaria

  1. García Gómez, Antonio
Revista:
Pulso: revista de educación

ISSN: 1577-0338,  2445-2866

Año de publicación: 2016

Número: 39

Páginas: 199-218

Tipo: Artículo

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Otras publicaciones en: Pulso: revista de educación

Resumen

En el aula inversa, se espera que los estudiantesvengan a clase preparados para aprender. Enconcreto, la primera exposición a los contenidosbásicos a los que el estudiante se enfrenta ocurreantes de la clase y, durante la misma, se creandinámicas donde las ponga en práctica. Esta investigacióntiene como objetivo explorar los beneficiosde una metodología inversa (Just-in-Time Teaching)con estudiantes universitarios. De manera más específica,se pretende investigar si Just-in-TimeTeaching acelera el aprendizaje y, a su vez, mantieneal estudiante motivado. A través de dos gruposde estudiantes universitarios, se ha intentado llevara cabo un análisis sistemático de naturaleza cualitativay cuantitativa que pretende dar cuenta deeste doble objetivo. El análisis pone de manifiestoque en Just-in-Time Teaching no solo se involucranmás en su propio aprendizaje, sino que, además,aprenden de manera más efectiva.

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