La medición del impacto de las innovaciones metodológicas sobre los resultados de la docencia universitaria

Abstract

The study of the impact of educational innovations on student learning in university courses requires measurements of the effects of the methodological changes on several variables associated to the enhancement of learning. In this review we show how to perform measurements of the involvement of the students in the subject, the student study time, academic performance (quantifying passing and failure rates), and the learning (changes in average grades on learning assessment exams). The impact on these variables is quantified by the effect size (g) that relates the level of change observed in the study variable with respect to its level of initial variation estimated by its standard deviation. Finally, from a student's perspective it is important to know what the students' perception and assessment are about the methodological change experienced. In this work, we provide some examples of how can be studied the effect of the implementation of the inverted classroom model on the involvement, learning and assessment of students on the change in teaching methodology and learning, and we show the results we have obtained. Using these methodologies we demonstrate that the implementation of the flipped classroom in university courses stimulates the work of the students, although usually it takes 2-3 years of practice to overcome student resistance, to achieve its maximum impact on academic performance, student learning, and the student’s appreciation of its value.