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January 28, 2021
Aceptado
May 21, 2021
Publicado
July 26, 2021
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Resumen

Este texto evalúa una propuesta educativa, basada en los principios del Flipped Classroom, implementados en la educación en línea, durante el encierro provocado por Covid-19. La propuesta se implementó en una clase de secundaria portuguesa y combina clases asincrónicas (ASS) con clases sincrónicas (AS). Para caracterizar el ambiente de aprendizaje creado por la propuesta y comprender su influencia en la participación e implicación de los estudiantes, se utilizaron métodos mixtos, recogiéndose datos cuantitativos y cualitativos. El análisis integrado de los datos revela que la propuesta creó un ambiente de aprendizaje adecuado, organizado y apoyado por una fuerte presencia social del docente. El diseño de la SSA mejoró las interacciones entre los estudiantes y el contenido, lo que condujo a altas tasas de compromiso con las tareas, lo que aseguró una preparación eficiente de la SSA. La división de EA en episodios de aprendizaje nos permitió comprender la influencia del diseño de episodios en los patrones de interacción desarrollados. Los enfoques dinámicos e interactivos de la SA permitieron el desarrollo de contenidos iniciados en la SA. Si bien el diseño de algunos episodios permitió apalancar el número de interacciones alumno-alumno, también condicionó la construcción colaborativa de conocimiento a partir de la investigación y los procesos de investigación.

Palabras clave

Aula invertida, Aprender en línea, Análisis del discurso multimodal, Interacciones pedagógicas

Detalles del artículo

Biografía del autor/a

Teresa Ribeirinha, Universidade do Minho

Secondary school teacher and doctoral student at Universidade do Minho

Member of the Centro de Investigação da Educação da Universidade do Minho

Bento Duarte da Silva, Universidade do Minho

Professor at Universidade do Minho

Member of the Centro de Investigação da Educação da Universidade do Minho.

Cómo citar
Ribeirinha, T., & Duarte da Silva, B. (2021). El potencial del modelo aula invertida en la educación en línea: una evaluación enfocada en las interacciones pedagógicas. PUBLICACIONES, 51(3), 295–345. https://doi.org/10.30827/publicaciones.v51i3.18076
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