Experiencia pedagógica en la implementación de la clase invertida en el proceso de formación académica

Abstract

This article reveals the pedagogical experience in the implementation of the Flipped Classroom methodology or inverted class in the academic formation of the second edition of the Master's program in Didactics that takes place at the University of Artemisa, Cuba. All this is based on the application of theoretical level methods that allowed systematizing the theoretical-methodological references about the Flipped Classroom. This implementation was developed in the course of Educational Research Methodology, particularly in the topic corresponding to the thesis as a type of scientific document, for which an audiovisual material was available that the candidates had to visualize independently, with the help of a guide of observation that was provided. The assessment of the impact on the teaching-learning process was carried out through a group interview in which all the applicants were able to openly express, before the group of aspirants and professors, their opinions and criteria in relation to the methodology used. A survey was also applied so that each student could evaluate their levels of satisfaction in this regard. Based on the responses to this survey, the medians of the different indicators explored through inferential statistics and the use of the Multidimensional Correlation Coefficient rpj were determined, as a logical procedure accepted by the Classical Test Theory to determine the degree of objectivity of the criteria issued. The results obtained show a tendency to high levels of satisfaction in the different aspects explored.