Benefits of Using the Learning Management System based on Flipped Learning Methodology

Santiago Pozo-Sánchez; Adrián Segura-Robles; Antonio José Moreno-Guerrero; Jesús López-Belmonte

doi:10.24320/redie.2022.24.e24.4094

Autores

Santiago Pozo-Sánchez Universidad de Granada, España https://orcid.org/0000-0001-8125-4990
Adrián Segura-Robles Universidad de Granada, España https://orcid.org/0000-0003-0753-7129
Antonio José Moreno-Guerrero Universidad de Granada, España https://orcid.org/0000-0003-3191-2048
Jesús López-Belmonte Universidad de Granada, España https://orcid.org/0000-0003-0823-3370

DOI:

https://doi.org/10.24320/redie.2022.24.e24.4094

Palabras clave:

evaluación, estrategia de aprendizaje, educación secundaria, innovación educativa

Resumen

Entre 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. 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. Para ello, se siguió un diseño cuasi-experimental con una muestra de 231 alumnos españoles de educación secundaria. Se utilizó un cuestionario para recopilar los datos. 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 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.

Descargas

Los datos de descargas todavía no están disponibles.

Referencias

Achilli, E. L. (2005). Investigar en antropología social. Los desafíos de transmitir un oficio [Conducting research in social anthropology. The challenges of passing on a trade]. Laborde.

Almarashdeh, I. (2016). Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior, 63, 249-255. https://doi.org/10.1016/j.chb.2016.05.013

Andujar, A., Salaberri-Ramiro, M. S., & Cruz, M. S. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3), 1-12. https://doi.org/10.3390/su12031110

Ardila, J. Y., Ruiz, E. M., & Castro, I. L. (2015). Estudio comparativo de sistemas de gestión del aprendizaje: Moodle, ATutor, Claroline, Chamilo y Universidad de Boyacá [A comparative study of learning management systems: Moodle, ATutor, Claroline, Chamilo, and Universidad de Boyacá]. Revista Academia y Virtualidad, 8(1), 54-65. https://doi.org/10.18359/ravi.445

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013

Bauer-Ramazani, C., Graney, J. M., Marshall, H.W., & Sabieh, C. (2016). Flipped learning in TESOL: Definitions, approaches, and implementation. Tesol Journal, 7(2), 429-437. https://doi.org/10.1002/tesj.250

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. ISTE.

Biech, E. (2008). American Society for Training & Development handbook for workplace learning professionals. ASTD Press.

Boelens, R., Voet, M., & de Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197-212. https://doi.org/10.1016/j.compedu.2018.02.009

Bognar, B., Sablić, M., & Škugor, A. (2019). Flipped learning and online discussion in higher education teaching. In L. Daniela (Ed.) Didactics of Smart Pedagogy. Springer. https://doi.org/10.1007/978-3-030-01551-0_19

Chou, P. N., & Feng, S. T. (2019). Using a tablet computer application to advance high school students’ laboratory learning experiences: A focus on electrical engineering education. Sustainability, 11(2), 1-14. https://doi.org/10.3390/su11020381

Chyr, W. L., Shen, P. D., Chiang, Y. C., Lin, J. B., & Tsia, C. W. (2017). Exploring the effects of online academic help-seeking and flipped learning on improving students’ learning. Educational Technology & Society, 20(3), 11-23. https://www.jstor.org/stable/26196116

Craigie, M., Loader, B., Burrows, R., & Muncer, S. (2002). Reliability of health information on the Internet: An examination of experts’ ratings. Journal of Medical Internet Research, 4(1), 1-15. https://doi.org/10.2196/jmir.4.1.e2

DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: a review of key ideas and recommendations for practice. Educational Psychology Review, 29, 141-151. https://doi.org/10.1007/s10648-015-9356-9

den Brok, P., Brekelmans, M. & Wubbels, T. (2006). Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction. Learning Environments Research, 9(3), 199-213. https://doi.org/10.1007/s10984-006-9013-9

Dias, S. B., Hadjileontiadou, S. J., Diniz, J. A., & Hadjileontiadis, L. J. (2017). Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode. Computers & Education, 107, 127-146. https://doi.org/10.1016/j.compedu.2017.01.009

El Miedany, Y. (2019). Flipped learning. In C. Reidsema, L. Kavanagh, R. Hadgraft & N. Smith (Eds.), The flipped classroom: Practice and practices in higher education (pp. 285-303). Springer. https://doi.org/10.1007/978-3-319-98213-7_15

Froehlich, D. E. (2018). Non-technological learning environments in a technological world: Flipping comes to the aid. Journal of New Approaches in Educational Research, 7(2), 88-92. https://doi.org/10.7821/naer.2018.7.304

Fuentes, A., Parra-González, M. E., López, J., & Segura-Robles, A. (2020). Educational potentials of flipped learning in intercultural education as a transversal resource in adolescents. Religions, 11(1), 1-13. https://doi.org/10.3390/rel11010053

Gallagher, P. S. (2007). Assessing SCORM for its affordances in facilitating a simulation as a pedagogical model [Doctoral dissertation], George Mason University. Dspace Repository.

Gilhooly, K. (2001). Making e-learning effective. Computerworld, 35(29), 52-53.

Hadjileontiadou, S. J., Dias, S. B., Diniz, J. A., & Hadjileontiadis, L. J. (Eds.). (2015). Fuzzy logic-based modeling in collaborative and blended learning. Information Science Reference, an imprint of IGI Global.

Hall, B. (2002). Six steps to developing a successful e-learning initiative: Excerpts from the e-learning guidebook. In A. Rossett (Ed.), The ASTD E-learning Handbook (pp. 234-250). McGrawHill.

Han, I., & Sug-Shin, W. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79-89. https://doi.org/10.1016/j.compedu.2016.07.003

Harris, A. L., & Rea, A. (2019). Web 2.0 and virtual world technologies: A growing impact on IS education. Journal of Information Systems Education, 20(2), 137-144. https://aisel.aisnet.org/jise/vol20/iss2/3

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. https://doi.org/10.1016/j.learninstruc.2016.07.001

Hernandez, R., Fernandez, C., & Baptista, P. (2014). Metodología de la investigación [Research methodology]. McGraw-Hill.

Hinojo, F. J., López, J., Fuentes, A., Trujillo, J., & Pozo, S. (2020). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 1-14. https://doi.org/10.3390/ijerph17010276

Hinojo-Lucena, F. J., Mingorance-Estrada, A. C., Trujillo-Torres, J. M., Aznar-Díaz, I., & Caceres, M. P. (2018). Incidence of the flipped classroom in the physical education students’ academic performance in university contexts. Sustainability, 10(5), 1-13. https://doi.org/10.3390/su10051334

Huang, B., Foon, K., & Kwan, C. (2018). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. https://doi.org/10.1080/10494820.2018.1495653

Hwang, G. J., & Lai, C. L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Journal of Educational Technology & Society, 20(1), 184-197. http://www.ifets.info/journals/20_1/17.pdf

Hwang, G.J., Lai, C.L., & Wang, S.Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. https://doi.org/10.1007/s40692-015-0043-0

Jöreskog, K. G., & Moustaki, I. (2001). Factor analysis of ordinal variables: A comparison of three approaches. Multivariate Behavioral Research, 36(3), 347–387. https://doi.org/10.1207/S15327906347-387

Karabulut, A., Jaramillo, N., & Hassall, L. (2018). Flipping to engage students: Instructor perspectives on flipping large enrolment courses. Australasian Journal of Educational Technology, 34(4), 123-137. https://doi.org/10.14742/ajet.4036

Karaca, C., & Akif, M. (2017). Effect of flipped learning on cognitive load: A higher education research. Journal of Learning and Teaching in Digital Age, 2(1), 20-27. https://dergipark.org.tr/tr/pub/joltida/issue/55466/760080

Kerimbayev, N., Kultan, J., Abdykarimova, S., & Akramova, A. (2017). LMS Moodle: Distance international education in cooperation of higher education institutions of different countries. Education and information technologies, 22(5), 2125-2139. https://doi.org/10.1007/s10639-016-9534-5

Kyrgiridis, P., Derri, V., Emmanouilidou, K., Chlapoutaki, E., & Kioumourtzoglou, E. (2014). Development of a questionnaire for self-evaluation of teacher effectiveness in physical education (SETEQ-PE). Measurement in Physical Education and Exercise Science, 18(2), 73-90. https://doi.org/10.1080/1091367X.2013.866557

Llanos, G., & Bravo-Agapito, J. (2017). Flipped classroom como puente hacia nuevos retos en la educación primaria [The flipped classroom as a bridge to new challenges in primary education]. Revista Tecnología, Ciencia y Educación, 8, 39-49. https://www.tecnologia-ciencia-educacion.com/index.php/TCE/article/ view/153

Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200. https://doi.org/10.1007/s12528-016-9119-8

López, J., Pozo, S., & del Pino, M. J. (2019). Projection of the flipped learning methodology in the teaching staff of cross-border contexts. Journal of New Approaches in Educational Research, 8(2), 184-200. https://doi.org/10.7821/naer.2019.7.431

López-Belmonte, J., Pozo, S., Fuentes, A., & López, J. A. (2019). Creación de contenidos y flipped learning: un binomio necesario para la educación del nuevo milenio [Content creation and flipped learning: A necessary combination for education in the new millennium]. Revista Española de Pedagogía, 77(274), 535-555. https://doi.org/10.22550/REP77-3-2019-07

MacLeod, J., Yang, H. H., Zhu, S., & Shi, Y. (2018). Technological factors and student-to-student connected classroom climate in cloud classrooms. Journal of Educational Computing Research, 56(6), 826-847. https://doi.org/10.1177/0735633117733999

Matas, A. (2018). Diseño del formato de escalas tipo Likert: un estado de la cuestión [Likert-type scale format design: State of the art]. Revista Electrónica de Investigación Educativa, 20(1), 38-47. https://doi.org/10.24320/redie.2018.20.1.1347

Mengual-Andres, S., López, J., Fuentes, A., & Pozo, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning [Structural model of extrinsic factors that influence flipped learning]. Educación XX1, 23(1), 75-101. https://doi.org/10.5944/educXX1.23840

Mwalumbwe, I., & Mtebe, J. S. (2017). Using learning analytics to predict students’ performance in Moodle learning management system: A case of Mbeya University of Science and Technology. The Electronic Journal of Information Systems in Developing Countries, 79(1), 1-13. https://doi.org/10.1002/j.1681-4835.2017.tb00577.x

Nouri, J., Saqr, M., & Fors, U. (2019). Predicting performance of students in a flipped classroom using machine learning: Towards automated data-driven formative feedback. Systemics, Cybernetics and Informatics, 17(2), 17-21. http://www.iiisci.org/journal/CV$/sci/pdfs/EB614LI19.pdf

Pozo, S., López, J., Moreno, A. J., & López, J. A. (2019). Impact of educational stage in the application of flipped learning: A contrasting analysis with traditional teaching. Sustainability, 11(21), 1-15. http://dx.doi.org/10.3390/su11215968

Pozo, S., López-Belmonte, J., Moreno-Guerrero, A. J., Sola, J. M., & Fuentes, A. (2020). Effect of bring-your-own-device program on flipped learning in higher education students. Sustainability, 12(9), 1-11. https://doi.org/10.3390/su12093729

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-Google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137-158. https://doi.org/10.17478/jegys.548350

Ramírez-Correa, P. E., Rondan-Cataluña, F. J., Arenas-Gaitán, J., & Alfaro-Perez, J. L. (2017). Moderating effect of learning styles on a learning management system’s success. Telematics and Informatics, 34(1), 272-286. https://doi.org/10.1016/j.tele.2016.04.006

Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning, 21(3), 68-86. http://dx.doi.org/10.24059/olj.v21i3.1217

Rodriguez, N. (2011). Diseños experimentales en educación [Experimental designs in education]. Revista de Pedagogía, 32(91), 147-158. http://saber.ucv.ve/ojs/index.php/rev_ped/article/view/5248

Santiago, R., & Bergmann, J. (2018). Aprender al revés: Flipped Learning 3.0 y metodologías activas en el aula [Learning the other way round: Flipped Learning 3.0 and active methodologies in the classroom]. Paidós Educación.

Schmidt, S. M. P., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research, 9(1), 1-6. https://doi.org/10.19030/cier.v9i1.9544

Segura-Robles, A., Fuentes-Cabrera, A., Parra-González, M. E., & López-Belmonte, J. (2020). Effects on personal factors through flipped learning and gamification as combined methodologies in secondary education. Frontiers in Psychology, 11, 1-8. https://doi.org/10.3389/fpsyg.2020.01103

Shih, W., & Tsai, C. (2017). Students' perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5), 32-49. https://doi.org/10.14742/ajet.2884

Sola, T., Aznar, I., Romero, J. M., & Rodriguez, A. M. (2019). Eficacia del método flipped classroom en la universidad: Meta-análisis de la producción científica de impacto [Efficacy of the flipped classroom method in universities: Meta-analysis of impact scientific production]. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(1), 25-38. https://doi.org/10.15366/reice2019.17.1.002

Touron, J., & Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela [The flipped learning model and talent development in schools]. Revista de Educación, 1(368), 196-231. https://doi.org/10.4438/1988-592X-RE-2015-368-288

Tse, W. S., Choi, L. Y. A., & Tang, W. S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398. https://doi.org/10.1111/bjet.12569

Wang, F. H. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79-91. https://doi.org/10.1016/j.compedu.2017.06.012

Watson, G. B., & Glaser, E. M. (2002). Watson–Glaser critical thinking appraisal. The Psychological Corporation.

Watson, W. R., & Watson, S. L. (2007). An argument for clarity: What are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. https://doi.org/10.1007/s11528-007-0023-y

Yılmaz, A., & Soyer, F. (2018). Effect of physical education and play applications on school social behaviors of mild-level intellectually disabled children. Education Sciences, 8(2), 1-8. https://doi.org/10.3390/educsci8020089

Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. https://doi.org/10.1016/j.chb.2016.12.085

Zainuddin, Z., Habiburrahim, H., Muluk, S., & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3). https://doi.org/10.17509/ijal.v8i3.15270