Estudio comparativo del compromiso y rendimiento académico de estudiantes universitarios en cursos con Blended Learning y Flipped Classroom en una universidad privada de Lima
Date
2019-06-19
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Pontificia Universidad Católica del Perú
Abstract
El objetivo de la presente investigación fue analizar las semejanzas y diferencias en el
compromiso hacia el curso y rendimiento académico de estudiantes universitarios cuando se
utilizan los modelos Blended Learning y Flipped Classroom. Para llevar a cabo el estudio se
implementó un diseño cuasi-experimental multigrupo con sólo post-test, durante cuatro
semanas, en el desarrollo de una unidad, en dos secciones de un curso, en un mismo
semestre, a cargo de un mismo docente. Participaron 34 estudiantes de la Facultad de
Educación de una universidad privada de Lima, 17 en cada horario. El recojo de información
se realizó mediante la aplicación de dos instrumentos, una escala de compromiso hacia el
curso y un informe que evaluaba la unidad en que se implementaron las actividades. Se
realizó un análisis cuantitativo de la información. Los resultados evidenciaron que no se
encontraron diferencias significativas entre los grupos en el rendimiento ni en el compromiso,
lo cual podría deberse a que en ambos grupos en las sesiones presenciales se realizó un
aprendizaje activo. Asimismo, se encontró que los estudiantes de ambos grupos tuvieron altos
niveles de compromiso hacia el curso.
The objective of this research was to analyze the similarities and differences in university students' engagement to the course and their academic performance when using the Blended Learning and Flipped Classroom models. To carry out the study, we used a multi-group quasiexperimental design with post-tests for only four weeks, in the development of a unit, in two sections of a course, in the same semester, taught by the same teacher. Thirty-four Education Faculty students participated, 17 in each schedule. The information was collected using a scale of commitment to the course and a report evaluating the unit. A quantitative analysis of the information was conducted. The results showed that the students of both groups had high levels of engagement to the course and that no significant differences were found between the groups in terms of performance or engagement. This could be due to the fact that active learning was used in both groups in the face-to-face sessions.
The objective of this research was to analyze the similarities and differences in university students' engagement to the course and their academic performance when using the Blended Learning and Flipped Classroom models. To carry out the study, we used a multi-group quasiexperimental design with post-tests for only four weeks, in the development of a unit, in two sections of a course, in the same semester, taught by the same teacher. Thirty-four Education Faculty students participated, 17 in each schedule. The information was collected using a scale of commitment to the course and a report evaluating the unit. A quantitative analysis of the information was conducted. The results showed that the students of both groups had high levels of engagement to the course and that no significant differences were found between the groups in terms of performance or engagement. This could be due to the fact that active learning was used in both groups in the face-to-face sessions.
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Keywords
Tecnología educativa, Aprendizaje activo, Aprendizaje combinado, Rendimiento académico, Estudiantes universitarios--Investigaciones
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