Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática

Autores/as

DOI:

https://doi.org/10.33010/ie_rie_rediech.v13i0.1492

Palabras clave:

Aprendizaje activo, aprendizaje centrado en el estudiante, aprendizaje cooperativo, interacción social

Resumen

El objetivo de esta revisión sistemática fue identificar tendencias en los artículos de investigación sobre aula invertida con un enfoque de aprendizaje colaborativo. Se consultaron artículos de investigación, de acceso abierto del 2016 al 2021, de las bases de datos ERIC, EBSCOhost, Science Direct y Scopus. Se utilizó el método prisma para buscar, incluir y excluir artículos. De 264 artículos revisados, se eligieron 41. Los resultados muestran las diferentes concepciones para aula invertida, la tendencia en el número de publicaciones de artículos de investigación desde el año 2016, los países que más han publicado sobre el tema, así como los métodos y la orientación de los resultados; 79% de los casos afirma que hay una experiencia positiva y/o mejora con el método de aula invertida con respecto al método tradicional. Aún es escasa la investigación sobre las observaciones y contradicciones expresadas por aproximadamente el 20% de los autores sobre la implementación y los resultados del modelo de aula invertida.

Biografía del autor/a

Enrique Arellano-Becerril, Universidad Autónoma de Baja California, México

Es Doctor en Ciencias Administrativas, Maestro en Tecnología Educativa y Diplomado en Educación por el Tecnológico de Monterrey y University of Cambridge. Actualmente cursa el Doctorado en Innovación en Tecnología Educativa, en la Universidad Autónoma de Querétaro. Entre sus publicaciones recientes se encuentra el libro Perfil del emprendedor a partir de la teoría de descubrimiento de oportunidades y el capítulo de libro “Análisis de brecha digital e inclusión digital vs educación virtual en tiempos de pandemia COVID-19”.

Dr. Alexandro Escudero-Nahón, Universidad Autónoma de Querétaro, México

Profesor investigador de tiempo completo en la Facultad de Informática de la Universidad Autónoma de Querétaro, México. Es Doctor en Educación por la Universidad de Barcelona y pertenece al Sistema Nacional de Investigadores, Nivel 1. Coordina el Doctorado en Tecnología Educativa y dirige el proyecto Transdigital, que es una iniciativa ciudadana para la difusión de la ciencia con tres líneas de trabajo: revista científica Transdigital, Congreso Virtual Transdigital y Editorial Electrónica Transdigital. Coordina el Comité de Educación Transdigital de la Red LaTE México de Conacyt.

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2022-05-11

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Arellano-Becerril, E., & Escudero-Nahón, A. (2022). Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática. IE Revista De Investigación Educativa De La REDIECH, 13, e1492. https://doi.org/10.33010/ie_rie_rediech.v13i0.1492

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