Implantación de la metodología de clase al revés en una asignatura de programación y diseño orientado a objetosanálisis comparativo preliminar

  1. Nuria Medina-Medina 1
  2. Zoraida Callejas 1
  3. Velasco, Francisco 1
  4. Miguel Lastra 1
  5. María Bermúdez 1
  6. Ángel Ruiz-Zafra 1
  7. Francisco M. Garcia-Moreno 1
  8. Brunil Dalila Romero 1
  9. Juan Ruiz de Miras 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)
  1. Catalán Cantero, Carlos (coord.)
  2. Paramá Gabia, José Ramón (coord.)

ISSN: 2531-0607

Año de publicación: 2022

Número: 7

Páginas: 15-22

Tipo: Artículo

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Otras publicaciones en: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)

Resumen

In recent years, the “flipped classroom” methodology has become popular in higher education. This paper presents a study within a subject of object-oriented programming and design, where the results of the implementation of this methodology have been compared with those obtained with a more traditional teaching model. During the first semester of the 2021/2022 academic year, the subject has been taught in three different groups (with a total of 253 students) using a different methodology in each group: 1) traditional methodology, based mainly on master class; 2) flipped classroom; and 3) flipped classroom supported by peer instruction. Class attendance rates, academic performance, participation in previous activities in the flipped classroom, participation in peer learning activities in the classroom, and students' opinions on the methodologies used have been collected and analyzed. Our results indicate that the flipped classroom favors involvement in class, which results in better rates both in terms of attendance and performance.

Fuente de los datos: Dialnet