Percepciones de Estudiantes de Inglés como Lengua Extranjera Sobre su Rol Activo durante la Implementación del Enfoque de Aprendizaje Invertido en una Universidad Colombiana
DOI:
https://doi.org/10.26817/16925777.436Palabras clave:
Aprendizaje invertido, percepciones, aprendizaje activo, rol activo, EFLResumen
El aprendizaje invertido es un enfoque pedagógico que proporciona a los estudiantes más tiempo en clase para practicar o participar en tareas dinámicas con el fin de promover el aprendizaje activo. Aunque la investigación sobre el aprendizaje invertido se ha vuelto cada vez más popular, se han realizado pocas investigaciones en Colombia que exploran las percepciones de los estudiantes sobre este enfoque. Esta investigación-acción se llevó a cabo con el fin de explorar las percepciones de los estudiantes sobre qué tan activos estuvieron ellos durante la implementación del enfoque de aprendizaje invertido. Los participantes fueron 84 estudiantes de una universidad estatal en Colombia que tomaban inglés como materia complementaria como parte de sus programas de pregrado. Los estudiantes estuvieron expuestos a este enfoque durante un período de 16 semanas en el que completaron diferentes actividades previas a la clase, durante la clase y después de la clase. Los instrumentos de recopilación de datos se diseñaron basados en los tres primeros pilares del enfoque (Entorno flexible, Cultura de aprendizaje y Contenido intencional). Los datos se recopilaron a través de comentarios inmediatos, un cuestionario en línea y una entrevista al grupo de enfoque, y luego se analizaron a la luz de estos tres pilares. Los datos indicaron que los estudiantes sintieron que estaban más comprometidos, se escucharon sus voces, sintieron una mayor apropiación de su aprendizaje y demostraron una opinión positiva hacia el trabajo colaborativo
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