Publication: El aula invertida en la formación inicial de docentes de Educación Física: mejor en nivel de máster, durante menos tiempo y con menor número de discentes
Authors
Arias-Estero, José L.
item.page.secondaryauthor
item.page.director
Publisher
Ediciones Octaedro
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/bookPart
Description
© Del texto: Las autoras y autores
© De esta edición: Ediciones OCTAEDRO, S.L.
Abstract
The lecture class is still predominant at university with negative effects. The aims of the study
were: 1) to check whether the flipped classroom increased student motivation, involvement and learning
in an undergraduate and a master’s degree subject in Physical Education and 2) to examine whether the
flipped classroom allowed a greater increase in these variables in the master’s degree subject compared
to the undergraduate one. The design was quasi-experimental, with pretest-post-test measures, an experimental
group (EG) and a control group (CG), in each of the subjects. The intervention consisted of the
use of the flipped classroom through five activities. The dependent variables (motivation, engagement,
and student learning) were measured using two psychological scales and a test of applied knowledge.
Participants were 135 students (92 males, 43 females) aged 18-36 years. Both EG improved in motivation
and involvement, although the master’s degree EG obtained higher values in more dimensions and
in learning. In conclusion, we encourage the use of the flipped classroom in Physical Education teacher
education. We recommend its application in interventions of short duration (7 sessions over 4 weeks),
small groups (< 20 students) and master’s degree programmes.
publication.page.subject
Citation
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc/4.0/