Exploratory evaluation of undergraduate students’ engagement in online mode of Flipped Classroom

Authors

DOI:

https://doi.org/10.21703/0718-5162202202102147007

Abstract

The Flipped Classroom methodology has been increasingly adopted in higher education to address the challenges of remote education as well as improve student outcomes in pandemic contexts. However, empirical evidence on the relationship between the flipped classroom and student engagement is still limited and inconsistent. This study assessed the outcomes of the implementation of the Inverted Classroom methodology on student engagement from the perspective of fourth-year university students. Data from a pre- and post-survey conducted as part of a community psychology course were compared using a comparative research design. The major findings show that students reduced their use of cloud-based platforms and valued the use of ICTs and peer collaboration. Directions for future research on the use of certain digital resources in the training of students and on teachers' influence on student participation are suggested.

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Author Biographies

Rodrigo Quiroz Saavedra, Universidad del Desarrollo

Doctor en psicología social-comunitaria por la Université du Québec à Montréal. Investigador asociado al laboratorio de investigación sobre el Bienestar Subjetivo en Niñez y Adolescencia, de la Facultad de psicología de la Universidad del Desarrollo. Sus intereses de investigación se centran en los procesos de implementación e impacto de políticas públicas y programas sociales en infancia.

Tiare Ramírez Fuente, Universidad del Desarrollo

Psicóloga con enfoque social-comunitario, de género y derechos humanos, actualmente se desempeña como coordinadora de responsabilidad social inclusiva en Fundación Ronda, trabajando en temáticas de diversidad, equidad e inclusión de comunidades con barreras de acceso articulando a organizaciones públicos, privados y de la sociedad civil. Sus intereses se centran en género, inclusión, derechos humanos, diseño e implementación de proyectos sociales e innovación social.

José Gurruchaga Costa, Universidad del Desarrollo

Psicólogo de la Universidad del Desarrollo, actualmente se desempeña como perito en la investigación de empleadores que incumplan con el marco legal vigente o bien cuenten con factores de riesgo psicosociales que en sus características den origen a enfermedades profesionales de la salud mental en trabajadores en Chile. Sus intereses se centran en los procesos de e-learning, el estudio de las enfermedades profesionales y políticas públicas de seguridad social. 

Fernando Reyes Reyes, Universidad del Desarrollo

Psicólogo, Magister en psicología de la salud. Universidad de Concepción. Doctor (c) en Calidad de vida y Salud Universidad de Girona, España. Docente investigador Facultad de Psicología Universidad del Desarrollo en área de metodología de investigación, miembro del Instituto de Bienestar Socioemocional (IBEM). Universidad del Desarrollo.

 

Nicolás Marchant Ahumada, Universidad del Desarrollo

Psicólogo, Doctor (c) en Neurociencia Social y Cognición. Profesor adjunto de la Universidad Adolfo Ibáñez y de la Universidad del Desarrollo. Su investigación se enmarca en las ciencias cognitivas, específicamente en temas relacionados a la categorización, aprendizaje y razonamiento probabilístico implementando modelos matemáticos y computacionales en diseños experimentales del comportamiento.

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Published

2022-12-01

How to Cite

Quiroz Saavedra, R., Ramírez Fuente, T., Gurruchaga Costa, J., Reyes Reyes, F., & Marchant Ahumada, N. (2022). Exploratory evaluation of undergraduate students’ engagement in online mode of Flipped Classroom. REXE- Revista De Estudios Y Experiencias En Educación, 21(47), 133–148. https://doi.org/10.21703/0718-5162202202102147007

Issue

Section

Investigación