Flipped classroom para la enseñanza del idioma inglés
DOI:
https://doi.org/10.18004/ucsa/2409-8752/2023.010.02.138Palabras clave:
aprendizaje activo, aula invertida, implicación estudiantil, desarrollo de habilidades, innovaciónResumen
En la actualidad para la mejora de un buen aprendizaje del idioma inglés en el nivel secundario se ha explorado la literatura sobre el aula invertida en diferentes bases de datos para comprobar su efectividad y el gran impacto del método de flipped classroom en diferentes países alrededor del mundo. Este artículo explora el origen del aula invertida y sintetiza las evidencias que valoran su eficacia para incorporar más aprendizaje activo en la educación secundario hasta un nivel superior y crear un entorno educativo centrado en las acciones que realizan los estudiantes. El aula invertida contribuye el desarrollo de competencias y capacidades de cada estudiante, implicando a los estudiantes de manera motivadora a través de aprendizajes activos, innovando en la educación. El aprendizaje se asienta en equipos estudiantiles colaborativos, la instrucción por parte del docente como guía y la enseñanza a tiempo (planificada) en las que el docente comparte la información a sus estudiantes mediante diferentes plataformas.
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