Incidence of the flipped classroom in the physical education students’ academic performance in university contexts. International Journal of Environmental Research and Public Health, 17(1), 1-14. Academic effects of the use of flipped learning in physical education. J., López, J., Fuentes, A., Trujillo, J., & Pozo, S. Hernandez, R., Fernandez, C., & Baptista, P. The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. He, W., Holton, A., Farkas, G., & Warschauer, M. Journal of Information Systems Education, 20(2), 137-144. Web 2.0 and virtual world technologies: A growing impact on IS education. The use of a mobile learning management system and academic achievement of online students. Rossett (Ed.), The ASTD E-learning Handbook (pp. Six steps to developing a successful e-learning initiative: Excerpts from the e-learning guidebook. Information Science Reference, an imprint of IGI Global. Fuzzy logic-based modeling in collaborative and blended learning. Assessing SCORM for its affordances in facilitating a simulation as a pedagogical model, George Mason University. Educational potentials of flipped learning in intercultural education as a transversal resource in adolescents. Journal of New Approaches in Educational Research, 7(2), 88-92. Non-technological learning environments in a technological world: Flipping comes to the aid. Smith (Eds.), The flipped classroom: Practice and practices in higher education (pp. Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode. Learning Environments Research, 9(3), 199-213. Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction. Educational Psychology Review, 29, 141-151. Flipped classrooms: a review of key ideas and recommendations for practice. Journal of Medical Internet Research, 4(1), 1-15. Reliability of health information on the Internet: An examination of experts’ ratings. Ĭraigie, M., Loader, B., Burrows, R., & Muncer, S. Educational Technology & Society, 20(3), 11-23. Exploring the effects of online academic help-seeking and flipped learning on improving students’ learning. Using a tablet computer application to advance high school students’ laboratory learning experiences: A focus on electrical engineering education. Daniela (Ed.) Didactics of Smart Pedagogy. Flipped learning and online discussion in higher education teaching. The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. ASTD Press.īoelens, R., Voet, M., & de Wever, B. American Society for Training & Development handbook for workplace learning professionals. Flip your classroom: Reach every student in every class every day. Flipped learning in TESOL: Definitions, approaches, and implementation. The impact of a flipped classroom approach on student learning experience. Revista Academia y Virtualidad, 8(1), 54-65. Estudio comparativo de sistemas de gestión del aprendizaje: Moodle, ATutor, Claroline, Chamilo y Universidad de Boyacá. Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Computers in Human Behavior, 63, 249-255. Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course. Se concluye que el uso de un LMS durante la aplicación de la metodología del aprendizaje invertido contribuye a una optimización del proceso general de enseñanza-aprendizaje.Īchilli, E. Los resultados muestran que los alumnos que siguieron el proceso de enseñanza-aprendizaje con aprendizaje invertido obtienen mejores resultados que aquellos que aplican únicamente el método del aprendizaje invertido. Se utilizó un cuestionario para recopilar los datos. Para ello, se siguió un diseño cuasi-experimental con una muestra de 231 alumnos españoles de educación secundaria. El objetivo del presente estudio consiste en analizar el impacto académico del aprendizaje invertido a través de plataformas de aprendizaje invertido, frente al uso del aprendizaje invertido en otros medios digitales no interactivos, a modo de aprendizaje tradicional. Evaluación, estrategia de aprendizaje, educación secundaria, innovación educativa ResumenĮntre las diferentes herramientas que se pueden utilizar a la hora de implementar el aprendizaje invertido, destacan los sistemas de gestión de aprendizaje (LMS) como uno de los sistemas tecnológicos educativos que mejor resuelven problemas relacionados con la usabilidad, accesibilidad y evaluación.
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