Flipped Learning y su efecto en el aprendizaje autodirigido: Estudio experimental en estudiantes universitarios

Flor de Maria Lioo Jordan de Baldeos; Tania Luz Tafur Pittman

doi:10.65598/rps.6114

Autores/as

Flor de Maria Lioo Jordan de Baldeos Universidad Nacional José Faustino Sánchez Carrión, Perú https://orcid.org/0000-0003-0425-0990
Tania Luz Tafur Pittman Universidad Nacional José Faustino Sánchez Carrión, Perú https://orcid.org/0000-0002-4370-090X

DOI:

https://doi.org/10.65598/rps.6114

Palabras clave:

aprendizaje invertido, aprendizaje autodirigido, estudiantes universitarios, autonomía académica, autorregulación académica

Resumen

El flipped learning y el aprendizaje autodirigido representan enfoques clave en la educación superior actual, ya que promueven la participación activa del estudiante y fortalecen su autonomía académica. Ambos modelos convergen al fomentar procesos de autorregulación, responsabilidad y compromiso en la construcción del conocimiento y del aprendizaje. Este estudio tuvo como propósito analizar el efecto del flipped learning en el aprendizaje autodirigido de estudiantes universitarios. Se empleó un enfoque cuantitativo, de diseño preexperimental, con medición pretest-postest, en un grupo de 258 participantes, a quienes se les aplicó la Self-Directed Learning Readiness Scale (SDLRS) para medir el aprendizaje autodirigido antes y después de la intervención basada en el flipped learning, que combinó actividades autónomas previas y sesiones presenciales centradas en el aprendizaje activo. Los resultados mostraron incrementos significativos en el aprendizaje autodirigido, evidenciados mediante la prueba de Wilcoxon (Z = -13,897/p < 0,001), lo que confirmó la eficacia del modelo invertido para fomentar la autonomía académica y la autorregulación del aprendizaje. Se concluye que el flipped learning constituye una estrategia pedagógica pertinente para promover habilidades fundamentales en la educación superior.

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