La utilización del vídeo como recurso de aprendizaje activo en un entorno de aula invertida

Autores/as

DOI:

https://doi.org/10.17561/ree.n1.2024.8189

Palabras clave:

aula invertida, nuevas tecnologías, vídeo, economía aplicada, docencia universitaria

Resumen

 En el presente estudio, se presenta una alternativa a las prácticas docentes tradicionales mediante la utilización del vídeo como recurso docente en un entorno de aula invertida por parte del estudiantado. A partir de un análisis efectuado en tres asignaturas pertenecientes al ámbito de economía aplicada en la Universidad Autónoma de Madrid y la Universidad de A Coruña durante el curso 2022/2023, se introduce un proyecto novedoso de evaluación continua, donde el estudiantado debe elaborar vídeos a partir de materiales facilitados por el docente. Los resultados muestran que la utilización del vídeo aumenta la motivación del estudiantado, aumentando el interés en las asignaturas y en sus expectativas de obtener una buena calificación. No se detecta, sin embargo, la existencia de un patrón de género en los resultados, ya que no existen diferencias entre hombres y mujeres. Estos resultados sugieren una importante reflexión en cuanto al futuro de la docencia de asignaturas de economía en un entorno globalizado.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Alpay, E., & Gulati, S. (2010). Student-led podcasting for engineering education. European Journal of Engineering Education, 35(4), 415–427. https://doi.org/10.1080/03043797.2010.487557

Armstrong, G. R., Tucker, J. M., & Massad, V. J. (2009). Achieving Learning Goals with Student-Created Podcasts. Decision Sciences Journal of Innovative Education, 7(1), 149–154. https://doi.org/10.1111/j.1540-4609.2008.00209.x

Arroyo-Barrigüete, J. L., López-Sánchez, J. I., Minguela-Rata, B., & Rodríguez-Duarte, A. (2019). Use patterns of educational videos: a quantitative study among university students. WPOM-Working Papers on Operations Management, 10(2), 1–19. https://doi.org/10.4995/wpom.v10i2.12625

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

Balacheff, N. (1993). Artificial intelligence and real teaching. In Learning from computers: Mathematics education and technology (pp. 131–158). Berlin, Heidelberg: Springer Berlin Heidelberg.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bonk, C.J., & Khoo, E. (2014) Adding some TEC-VARIETY:100+ activities for motivating and retaining learners online. Disponible en: http://tec-variety.com/TEC-Variety_eBook_5-4.pdf (Acceso: 15 de julio de 2023).

Borup, J., West, R., & Graham, C. (2013). The influence of asynchronous vídeo communication on learner social presence: a narrative analysis of four cases. Distance Education, 34(1), 48-63. https://doi.org/10.1080/01587919.2013.770427

Bravo, E., Amante-García, B., Simo, P., Enache, M., & Fernández, V. (2011). Vídeo as a new teaching tool to increase student motivation. In Proceedings of 2011 IEEE Global Engineering Education Conference, 638-642.

Buchanan, J. M. (1974). Good economics-bad law. Virginia Law Review, 60, 483.

Cabero, J., Llorente, C., & Román, P. (2007). La tecnología cambió los escenarios: el efecto Pigmalión se hizo realidad. Comunicar, 28, 167-175.

Castaño-Muñoz, J., Durant, J., & Teresa, S. (2015). Determinants of internet use for interactive learning: an exploratory study. Journal of New Approaches in Educational Research, 4(1), 25-34. https://doi.org/10.7821/naer.2015.1.93

Chetty, R. & Pallitt, N. (2013) Student Vídeo Production: Assignment to Assessment. University of Cape Town. Disponible en: https://issuu.com/nicolamerylpallitt/docs/student_vídeo_assigments_05.07.2013 (Acceso: 15 de julio de 2023).

Cox, A. M., Vasconcelos, A. C., & Holdridge, P. (2010). Diversifying assessment through multimedia creation in a non-technical module: reflections on the MAIK project. Assessment & Evaluation in Higher Education, 35(7), 831-846. https://doi.org/10.1080/02602930903125249

De la Fuente Sánchez, D., Hernández Solís, M., & Pra Martos, I. (2018). Vídeo educativo y rendimiento académico en la enseñanza superior a distancia. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 323-341. https://doi.org/10.5944/ried.21.1.18326

Dickie, J. (2009). Acknowledging the ‘forgotten’ and the ‘unknown’: The role of vídeo podcasts for supporting field-based learning. Planet, 22(1), 61-63. https://dx.doi.org/10.11120/plan.2009.00220061

Elsom, J. (2009) ‘A creative assessment strategy to improve student motivation and engagement in biochemistry’ in Barlow, J, Louw, G. y Price, M. (Eds) Social Purpose and Creativity: Integrating Learning in the Real World. Articles from the Learning and Teaching Conference 2008. Brighton: University of Brighton. Disponible en: https://staff.brighton.ac.uk/clt/published/Post-conf_0809_Social_Purpose.pdf (Acceso: 16 de febrero de 2023).

Grebennikov, L., & Skaines, I. (2009). Gender and higher education experience: A case study. Higher Education Research & Development, 28(1), 71-84. https://doi.org/10.1080/07294360802444370

Greene, H., & Crespi, C. (2012). The value of student created vídeos in the college classroom-an exploratory study in marketing and accounting. International Journal of Arts & Sciences, 5(1), 273-283.

Hawley, R., & Allen, C. (2018). Student-generated vídeo creation for assessment: can it transform assessment within Higher Education? International Journal for Transformative Research, 5(1), 1-11. https://doi.org/10.2478/ijtr-2018-0001

Hee, J. C., & Scott D. J. (2005). The Effect of Context-Based Vídeo Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. https://doi.org/10.1207/s15389286ajde1904_3

Hilgenberg, C., & Tolone, W. (2000). Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive vídeo. American Journal of Distance Education, 14(3), 59-73, https://doi.org/10.1080/08923640009527065

Hsin, W. J., & Cigas, J. (2013). Short vídeos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253-259. Recuperado de http://goo.gl/GoFxkm

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

Ilkka, T. (2018). The impact of artificial intelligence on learning, teaching, and education. En: Punie, Y., Vuorikari, R., & Cabrera, M. (eds.). Publications Office, Comisión Europea, Joint Research Centre.

Imbernón, F., Silva, P., & Guzmán, C. (2011). Competencias en los procesos de enseñanza-aprendizaje virtual y semipresencial [Teaching Skills in Virtual and Blenden Learning Environments]. Comunicar, 36, 107-114. https://dx.doi.org/10.3916/C36-2011-03-01

Jeon, J., Lee, S., & Choi, S. (2023). A systematic review of research on speech-recognition chatbots for language learning: Implications for future directions in the era of large language models. Interactive Learning Environments, https://doi.org/10.1080/10494820.2023.2204343

Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411. https://doi.org/10.1111/bjet.12548

Katz, R., Ogilvie, S., Shaw, J., & Woodhead, L. (2022). Gen Z, Explained: The art of living in a digital age. University of Chicago Press, Chicago.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759

Lai, T. L., Lin, F. T., & Yueh, H. P. (2020). The effectiveness of team-based flipped learning on a vocational high school economics classroom. Interactive Learning Environments, 28(1), 130-141. https://doi.org/10.1080/10494820.2018.1528284

Leijen, A., Lam, I., Wildschut, L., Simons, P., & Admiraal, W. (2008). Streaming video to enhance students reflection in dance education. Computers & Education, 52(1), 169-176. https://dx.doi.org/10.1016/j.compedu.2008.07.010

Letschka, P., & Seddon, J. (2010). ‘See What I’m Saying’: A Case Study in Visual Research, Digital Media and Language. En Cook et al (Eds) Museums and Design Education: Looking to Learn, Learning to See. Surrey: Ashgate Publishing Limited, pp. 153-163.

Lewin, K., Tax, S., Stavenhagen, R., Fals, O., Zamosc, L., & Kemmis, S. (1946). La Investigación-acción participativa. Editorial Popular, Madrid.

Lin, J. Y. (2011). New structural economics: a framework for rethinking development. World Bank Publications.

Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using Supplementary Vídeo in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience. The International Review of Research in Open and Distance Learning, 15(3), 275-291. https://doi.org/10.19173/irrodl.v15i3.1825

Monge López, C., Medeiros Alcoforado, J. L., Montalvo Saborido, D., & Torrego Seijo, J. C. (2017). Bienestar docente, innovación y TIC en Portugal: adaptación de un cuestionario. Innovación Educativa, 27, 133-150.

Orús, C., Barlés, M.J., Belanche, D., Casaló, L., Fraj, E. and Gurrea, R. (2016). The effects of learner-generated vídeos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269. https://doi.org/10.1016/j.compedu.2016.01.007

Pardo, A., & Mirriahi, N. (2017). Design, deployment and evaluation of a flipped learning first-year engineering course. En: Reidsema, C., Kavanagh, L., Hadgraft, R., & Smith, N. (eds) The Flipped Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-3413-8_11 (pp. 177-191). Springer, Singapur.

Peralvo, C., Arias, P. A., & Merino, M. M. (2018). Retos de la docencia universitaria en el siglo XXI. Revista Órbita Pedagógica. ISSN 2409-0131, 5(1), 09-27.

Pereira, J., Echeazarra, L., Sanz-Santamaría, S., & Gutiérrez, J. (2014). Student-generated online vídeos to develop cross-curricular and curricular competencies in Nursing Studies. Computers in Human Behavior, 31, 580-590. https://doi.org/10.1016/j.chb.2013.06.011

Pozzo, M. I., Borgobello, A., & Pierella, M. P. (2018). Uso de cuestionarios en investigaciones sobre universidad: análisis de experiencias desde una perspectiva situada. Revista Latinoamericana de Metodología de las Ciencias Sociales, 8(2).

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International review of economics education, 17, 74-84. https://doi.org/10.1016/j.iree.2014.08.003

Rospigliosi, P. A. (2023). Artificial intelligence in teaching and learning: what questions should we ask of ChatGPT?. Interactive Learning Environments, 31(1), 1-3. https://doi.org/10.1080/10494820.2023.2180191

Russell, M., & Moote, J., (2015) Using YouTube in Formative Assessment: An overview of a formative vídeo assessment activity. Kings College London. Disponible en: https://keats.kcl.ac.uk/pluginfile.php/2120369/mod_resource/content/4/TEL%20Case%20Study%20%237%20Using%20YouTube%20In%20Formative%20Assessment.pdf (Acceso: 16 de febrero de 2023).

Ryan, B. (2013). A Walk Down the Red Carpet: Students as Producers of Digital Vídeo-Based Knowledge. International Journal of Technology Enhanced Learning 5, 24-21.

Sampedro, J. L. (1983). El reloj, El gato y Madagascar. Revista de estudios andaluces, 1, 119-126.

Santos Rego, M. A., Sotelino Losada, A., Jover Olmeda, G., Naval, C., Álvarez Castillo, J. L., & Vázquez Verdera, V. (2017). Diseño y validación de un cuestionario sobre práctica docente y actitud del profesorado universitario hacia la innovación (CUPAIN). Educación XXI: revista de la Facultad de Educación, 20(2), 39-71. https://doi.org/10.5944/educXX1.19031

Schäfer, H-B. (2023). My Study of Law and Economics. An Educational Journey with Knowledgeable Tour Guides” Review of Law & Economics, https://doi.org/10.1515/rle-2022-0074

Schofield, L., Baker, K., Vo, D., Pham, T., Lindsay, L., & Han, B. (2017). How does the option of vídeo assessment impact on student choice and grades? In Nash, S. y Patston, L.L.M. (Eds), Spaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017 Proceedings (pp 67-78). Auckland, New Zealand: ePress, Unitec Institute of Technology.

Schrum, K., Dalbec, B., Boyce, M., & Collini, S. (2017). Digital storytelling: Communicating academic research beyond the academy. In Innovations in Teaching & Learning Conference Proceedings (Vol. 9). https://doi.org/10.13021/G8itlcp.9.2017.1807

Shevchenko, V., Malysh, N., & Tkachuk-Miroshnychenko, O. (2021). Distance learning in Ukraine in COVID-19 emergency. Open Learning: The Journal of Open, Distance and e-Learning, 1-16. https://doi.org/10.1080/02680513.2021.1967115

Tomas, L., Evans, N. S., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1), 1-22. https://doi.org/10.1186/s41239-019-0135-4

Visosevic, T., & Myersb, A. (2017). Vídeo Essay: The Multimodal Assignment of Now. Association of Video Pedagogies Conference, Aalborg University, Dinamarca. Acceso: http://www.avpc2017.aau.dk/digitalAssets/307/307703_f-0998-avpc-indmad_nypdf-1.pdf

Walters, S. R., Hallas, J., Phelps, S., & Ikeda, E. (2015). Enhancing the ability of students to engage with theoretical concepts through the creation of learner-generated video assessment. Sport Management Education Journal, 9(2), 102-112. https://doi.org/10.1123/SMEJ.2014-0041

Whaples, R., Morriss, A. P., y Moorhouse, J. C. (1998). What should lawyers know about economics?. Journal of Legal Education, 48(1), 120-124.

Wieling, M., & Hofman, W. (2010). The impact of online vídeo lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-998. https://dx.doi.org/10.1016/j.compedu.2009.10.002

Wong, D., Mishra, P., Koehler, M.J., & Siebenthal, S. (2003). Teacher as filmmaker: iVídeos, technology education, and professional development. Annual Meeting of the American Educational Research Association, Chicago, IL. Disponible en: https://msu.edu/~dwong/publications/iVídeoChapter.doc

Yang, Y.T.C., & Wu, W.C.I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012

Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 1-17. https://doi.org/10.1186/s41239-021-00252-3

Publicado

2024-01-24

Cómo citar

Barbero, J., González, E. J., Lucena, J., Picatoste, X., & Rodríguez Crespo, E. (2024). La utilización del vídeo como recurso de aprendizaje activo en un entorno de aula invertida. Revista De Estudios Empresariales. Segunda Época, (1), 55–72. https://doi.org/10.17561/ree.n1.2024.8189

Número

Sección

SECCIÓN ESPECIAL