Nuevas combinaciones de aula inversa con just in time teaching y análisis de respuestas de los alumnos

  1. Alfredo Prieto Martin 1
  2. Díaz Martín, David 1
  3. Isabel Lara Aguilera 1
  4. Jorge Monserrat Sanz 1
  5. Paquita Sanvicen Torner 2
  6. Raúl Santiago Campión 3
  7. Alfredo Corell Almuzara 4
  8. Melchor Álvarez-Mon Soto 1
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

  3. 3 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

  4. 4 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

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Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2018

Issue Title: La revolución del blended learning en la educación a distancia

Volume: 21

Issue: 1

Pages: 175-194

Type: Article

DOI: 10.5944/RIED.21.1.18836 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Abstract

The results obtained thanks to the flipped classroom with ‘just I¡in time’ teaching method are reviewed. This method allowed to know what the students did not understand after trying to study the instructive materials assigned to them. To achieve that the students work before class methods of marketing and gamification were developed. Methods for the analysis of student responses were also developed. The JiTT method allowes the teacher know in advance those aspects that are most interesting or most dificult to understand for the students as well as their most urgent doubts. Finally, we have developed methods to use the urgent doubts of the students to generate formative feedback and activities to do in the classroom. In the method named “flipped learning forte” the teacher answer the urgent doubts of his students. In the method named ‘flip in colours’ the teacher classify the doubts by their posible utility in the classroom using a color code. With the combined application of these methods in university courses the failure rate of the students has decreased and the mean grade in the exams for the assessment of learning has increased in more than one standard deviation. The rate of students that attain the level of mastery has increased, as well as the student evaluations about the teachers of these courses. Finally, the reasons underlying the efficacy of the proposed flipped method are discussed.

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