Uso de herramientas de la Web 2.0 en la metodología aula invertida: una opción para clases a distancia en tiempos de COVID-19

Abstract

Background: The flipped classroom is an active method where information in delivered before class and the time allocated for it is dedicated to achieving more complex learning objectives. Diverse resources are used in each phase of the methodology. However, Web 2.0 or "Social Web" tools allow greater personal and remote interaction. Aim: To describe the perception about flipped classroom methodology implemented using web 2.0 tools in 48 medical students from the University Mayor. Material and Methods: The students were invited to view four video-classes available on Edpuzzl. During the activity, questions about the topic were inserted to promote understanding, research, and teamwork, then the topic was discussed using Case-Based Learning through the Quizizz program. A survey composed of 12 closed items and an open question was applied to analyze the perceptions of students. Data were analyzed using the SPSS and Atlas-Ti programs. Results A high satisfaction rate was observed about the way in which the content, discussion and communication of the information was presented. The methodology encouraged the development of generic competences, but it was not always positively perceived. Conclusions: The flipped classroom methodology developed with Edpuzzle was very well evaluated by students. This teaching method may be particularly useful in the epidemiological context of COVID-19 and other situations which require distant learning.

Background: The flipped classroom is an active method where information in delivered before class and the time allocated for it is dedicated to achieving more complex learning objectives. Diverse resources are used in each phase of the methodology. However, Web 2.0 or "Social Web" tools allow greater personal and remote interaction. Aim: To describe the perception about flipped classroom methodology implemented using web 2.0 tools in 48 medical students from the University Mayor. Material and Methods: The students were invited to view four video-classes available on Edpuzzl. During the activity, questions about the topic were inserted to promote understanding, research, and teamwork, then the topic was discussed using Case-Based Learning through the Quizizz program. A survey composed of 12 closed items and an open question was applied to analyze the perceptions of students. Data were analyzed using the SPSS and Atlas-Ti programs. Results A high satisfaction rate was observed about the way in which the content, discussion and communication of the information was presented. The methodology encouraged the development of generic competences, but it was not always positively perceived. Conclusions: The flipped classroom methodology developed with Edpuzzle was very well evaluated by students. This teaching method may be particularly useful in the epidemiological context of COVID-19 and other situations which require distant learning.