Usando a análise de aprendizagem na sala de aula invertida: uma revisão sistemática
DOI:
https://doi.org/10.32870/Ap.v11n2.1546Palavras-chave:
Análise de aprendizagem, sala de aula invertida, Tecnologia educativa, revisão sistemáticaResumo
A análise da aprendizagem consiste na coleta, medição e análise de grandes volumes de dados gerados pelos alunos em seus contextos de aprendizagem, e cujo objetivo é prever potenciais problemas educacionais que possam surgir, antecipar soluções eficazes e, assim, melhorar o desempenho acadêmico. A análise de aprendizagem apresenta oportunidades sem precedentes para avaliar adequadamente novas estratégias de ensino que incorporam a tecnologia digital, como a sala de aula invertida. Para identificar o estado de conhecimento sobre essa análise na sala de aula invertida, realizamos uma revisão sistemática. Os resultados sugerem: a) a utilização desta análise dentro da sala de aula invertida aumentou no último ano, em primeiro lugar b) para identificar os comportamentos de aprendizagem dos alunos e avaliar o desempenho escolar; c) nos casos em que foram aplicados corretamente, a análise de aprendizagem obteve melhora no rendimento escolar, aprendizagem autorregulada, motivação para o estudo, colaboração e participação dos alunos. No entanto, o uso da análise ainda não se espalhou tão amplamente quanto outros métodos que também abordaram o desempenho acadêmico na sala de aula invertida.
Referências
AlJarrah, A.; Thomas, M. & Shehab, M. (2018). Investigating temporal access in a flipped classroom: Procrastination persists. International Journal of Educational Technology in Higher Education, 15(1), 2-18. https://doi.org/10.1186/s41239-017-0083-9
Ardura, Diego y Zamora, Ángela. (2014). ¿Son útiles los entornos virtuales de aprendizaje? Evaluación de una experiencia en la enseñanza y el aprendizaje de la relatividad. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 11(1), 83-93. Recuperado de: https://revistas.uca.es/index.php/eureka/article/view/2864
Asarta, Carlos & Schmidt, James. (2017). Comparing student performance in blended and traditional courses: Does prior academic achievement matter? The Internet and Higher Education, 32, 29-38. https://doi.org/10.1016/j.iheduc.2016.08.002
Bakla, Arif. (2018). Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study. Computers & Education, 125, 14-38. https://doi.org/10.1016/j.compedu.2018.05.017
Barral, Ana; Ardi-Pastores, Verónica & Simmons, Rachel. (2018). Student learning in an accelerated introductory biology course is significantly enhanced by a flipped-learning environment. CBE - Life Sciences Education, 17(3), 1-9. https://doi.org/10.1187/cbe.17-07-0129
Bhuiyan, Saifur; Goodarzi, Shoeli; Large, Jennifer; Serrano, Christina & Bristow, Susan. (2018). Understanding ERP learning success in flipped classrooms. Paper presented in the Americas Conference on Information Systems 2018: Digital Disruption. AMCIS.
Blau, Ina & Shamir-Inbal, Tamar. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81. https://doi.org/10.1016/j.compedu.2017.07.014
Chen, Yang-Hsueh & Chen, Pin-Ju. (2015). MOOC study group: Facilitation strategies, influential factors, and student perceived gains. Computers & Education, 86, 55-70. https://doi.org/10.1016/j.compedu.2015.03.008
Cochi, Carlena. (2019). Identifying differential benefits from a flipped-group pedagogy in introductory microeconomics. International Review of Economics Education, 30, 100-143. https://doi.org/10.1016/j.iree.2018.07.002
Desai, Naman; Bunch, Paul; DiSalvo, Donald; O’Brien, Reiko; Andriole, Katherine; Smith, Terri & Durfee, Sara. (2016). The use of an integrated website to enhance the educational experience in a medical school radiology clerkship course. Current Problems in Diagnostic Radiology, 45(1), 17-22. https://doi.org/10.1067/j.cpradiol.2015.03.002
Díaz-Lázaro, José; Solano, Isabel & Sánchez-Vera, Mar. (2017). Social learning analytics in higher education. An experience at the primary education stage. Journal of New Approaches in Educational Research, 6(2), 119-126. https://doi.org/10.7821/naer.2017.7.232
Domínguez, Luis; Sanabria, Álvaro y Sierra, Diego. (2018). El clima productivo en cirugía: ¿una condición para el aprendizaje en el aula invertida? Educación Médica, 19, 263-269. https://doi.org/10.1016/j.edumed.2017.08.001
Domínguez, Luis; Sierra, Diego; Pepín, Juan; Moros, Gonzalo y Villarraga, Angélica. (2017). Efecto del aula invertida extendida a simulación clínica para la resucitación del paciente traumatizado: estudio piloto de las percepciones estudiantiles sobre el aprendizaje. Revista Colombiana de Anestesiología, 45(2), 4-11. https://doi.org/10.1016/j.rca.2017.07.011
Escudero-Nahón, Alexandro y González, Diana. (2017). Propuesta para identificar la investigación de frontera en la investigación basada en diseño sobre nuevos modelos educativos, en L. Gómez, L. Romero, M.
Mejía y R. Victoria (eds.), Posibles retos del diseño ante grandes cambios, 932-944. Estado de México: Universidad Autónoma del Estado de México.
Fernández, Aaron; Muñoz, Pedro & Delgado, Carlos. (2018). Scenarios for the application of learning analytics and the flipped classroom. 2018 IEEE Global Engineering Education Conference (EDUCON), 1619-1628. https://doi.org/10.1109/EDUCON.2018.8363429
Foster, Gillan & Stagl, Sigrid. (2018). Design, implementation, and evaluation of an inverted (flipped) classroom model economics for sustainable education course. Journal of Cleaner Production, 183, 1323-1336. https://doi.org/10.1016/j.jclepro.2018.02.177
Gadbury-Amyot, Cynthia; Redford, Gloria & Bohaty, Brenda. (2017). Dental Students’ study habits in flipped/ blended classrooms and their association with active learning practices. Journal of Dental Education, 81(12), 1430-1435. https://doi.org/10.21815/JDE.017.103
Gelan, Anouk; Fastré, Greet; Verjans, Martine; Martin, Niels; Janssenswillen, Gert; Creemers, Mathijs & Thomas, Michael. (2018). Affordances and limitations of learning analytics for computer-assisted language learning: A case study of the VITAL project. Computer Assisted Language Learning, 31(3), 294-319. https://doi.org/10.1080/09588221.2017.1418382
Gewerc, Adriana; Montero, Lourdes & Lama, Manuel. (2014). Colaboration and social network in higher education. Media Education Research Journal, XXI, 55-62.
Hsiao, Chen; Huang, Jeff; Huang, Anna; Lu, Owen; Yin, C. J. & Yang, Sthephen. (2018). Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms. Interactive Learning Environments, 1-18. https://doi.org/10.1080/10494820.2018.1522651
Hui, Yan; Mai, Bo & Kwok, Lam. (2018). Cultivating better learning attitudes: A preliminary longitudinal study. Open Learning: The Journal of Open, Distance and e-Learning, 33(2), 155-170. https://doi.org/10.1080/02680513.2018.1454830
Jovanović, Jelena; Gašević, Dragan; Dawson, Shane; Pardo, Abelardo & Mirriahi, Negin. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74-85. https://doi.org/10.1016/j.iheduc.2017.02.001
Kim, Min; Kim, So; Khera, Otto & Getman, Joan. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50. https://doi.org/10.1016/j.iheduc.2014.04.003
Lau, Vicent; Farooque, Pue; Leydon, Gary; Schwartz, Michel; Sadler, Mark & Moeller, Jeremy. (2018). Using learning analytics to evaluate a video-based lecture series. Medical Teacher, 40(1), 91-98. https://doi.org/10.1080/0142159X.2017.1395001
Liebert, Cara; Mazer, Laura; Bereknyei, Sylvia; Lin, Dana & Lau, James. (2016). Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study. Surgery, 160(3), 591-598. https://doi.org/10.1016/j.surg.2016.03.034
MacDonald-Hill, John & Warren-Forward, Helen. (2015). Feasibility study into the use of online instrumentation courses for medical radiation scientists. Radiography, 21(3), 282-287. https://doi.org/10.1016/j.radi.2015.02.004
Madrid, Margarita; Angulo, Joel; Prieto, Manuel; Fernández, María & Olivares, Karen. (2018). Implementación de aula invertida en un curso propedéutico de habilidad matemática en bachillerato. Apertura, 10, 24-39. https://doi.org/10.18381/Ap.v10n1.1149
Mejía, Gilbran; López, Mildred; Hernandez-Rangel, Eduardo y Cerano, José. (2018). Diseño de un modelo de evaluación mediante la integración de tecnología inmersiva y a distancia. Educación Médica, 30(3), 140-145. https://doi.org/10.1016/j.edumed.2018.02.009
Melo, Lina & Sánchez, Ramiro. (2017). Análisis de las percepciones de los alumnos sobre la metodología aula invertida para la enseñanza de técnicas avanzadas en laboratorios de análisis de residuos de medicamentos veterinarios y contaminantes. Educación Química, 28(1), 30-37. https://doi.org/10.1016/j.eq.2016.09.010
Mohamed, Hafidi & Lamia, Mahnane. (2018). Implementing flipped classroom that used an intelligent tutoring system into learning process. Computers & Education, 124, 62-76. https://doi.org/10.1016/j.compedu.2018.05.011
Munir, Tajammal; Baroutian, Saeid; Young, Brent & Carter, Susan. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers, 23, 25-33. https://doi.org/10.1016/j.ece.2018.05.001
Nazarenko, Alla. (2015). Blended learning vs traditional learning: What works? (a case study research). Procedia-Social and Behavioral Sciences, 200, 77-82. https://doi.org/10.1016/j.sbspro.2015.08.018
Plano, Vicki. (2019). Meaningful integration within mixed methods studies: Identifying why, what, when, and how. Contemporary Educational Psychology, 57, 106-111. https://doi.org/10.1016/J.CEDPSYCH.2019.01.007
Rojas, Pablo. (2015). Paradigmas analíticos en entornos virtuales y de aprendizaje: una revisión de sus principales puntos de encuentros y diferenciaciones teóricas y de enfoque. Revista educación y tecnología, 7, 91-106.
Rojas, Pablo. (2017). Learning analytics. Una revisión de la literatura. Educación y Educadores, 20(1), 106-128. https://doi.org/10.5294/edu.2017.20.1.6
Rose, Emily; Claudius, Ilene; Tabatabai, Ramin; Kearl, Liza; Behar, Solomon & Jhun, Paul. (2016). The flipped classroom in emergency medicine using online videos with interpolated questions. The Journal of Emergency Medicine, 51(3), 284-291. https://doi.org/10.1016/j.jemermed.2016.05.033
Sánchez-Meca, Julio. (2010). Cómo realizar una revisión sistemática y un meta-análisis. Aula Abierta, 38(2), 53-64. Recuperado de: https://www.um.es/metaanalysis/pdf/5030.pdf
Sánchez-Meca, Julio & Botella, Juan. (2010). Revisiones sistemáticas y meta-análisis: herramientas para la práctica profesional. Papeles del Psicólogo, 3(1), 7-17.
Sedraz, Carlos; Zambom, Erik; Rodrigues, Rodrigo; Ramos, Jorge & De Souza, Fernando. (2018). Effects of learning analytics on students’ self-regulated learning in flipped classroom. International Journal of Information and Communication Technology Education, 14(3), 91-107. https://doi.org/10.4018/IJICTE.2018070108
Sergis, Stylanos; Sampson, Demetrios & Pelliccione, Lina. (2018). Investigating the impact of flipped classroom on students learning experiences: A self-determination theory approach. Computers in Human Behavior, 78, 368-378. https://doi.org/10.1016/j.chb.2017.08.011
Smith, Troy; Rama, Paul & Helms, Joel. (2018). Teaching critical thinking in a GE class: A flipped model. Thinking Skills and Creativity, 28, 73-83. https://doi.org/10.1016/j.tsc.2018.02.010
Sun, Zhiru; Xie, Kui & Anderman, Lynley. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53. https://doi.org/10.1016/j.iheduc.2017.09.003
Valero, Mario; Martínez, María; Pozo, Francesc & Planas, Eulália. (2019). A successful experience with the flipped classroom in the Transport Phenomena course. Education for Chemical Engineers, 26, 67-79. https://doi.org/10.1016/j.ece.2018.08.003
Vieira, Camilo; Parsons, Paul & Byrd, Vetria. (2018). Visual learning analytics of educational data: A systematic literature review and research agenda. Computers & Education, 122, 119-135. https://doi.org/10.1016/j.compedu.2018.03.018
Wang, Feng. (2017). An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system. Computers & Education, 114, 79-91. https://doi.org/10.1016/j.compedu.2017.06.012
Webel, Corey; Sheffel, Christina; & Conner, Kimberly. (2018). Flipping instruction in a fifth grade class: A case of an elementary mathematics specialis. Teaching and Teacher Education, 71, 271-282. https://doi.org/10.1016/j.tate.2018.01.007
Yilmaz, Ramazan. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. https://doi.org/10.1016/j.chb.2016.12.085
Yunglung, Chen; Yuping, Wang; Kinshuk & Nian-Shing, Chen. (2014). Is FLIP enough? Or should we use the flipped model instead? Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
Publicado
Edição
Seção
Licença
Os direitos autorais pertencem aos autores do texto. Caso o manuscrito seja aceito para publicação, o Sistema de Universidad Virtual da Universidad de Guadalajara (UDGVirtual) está autorizado a modificar o texto na correção de estilo, traduzir, corrigir, divulgar, reproduzir, publicar e comercializar com este. Da mesma forma, a Universidad de Guadalajara está autorizada a realizar o acima descrito em conjunto ou por meio de possíveis terceiros. (Veja a autorização detalhada na carta de direitos autorais.)
Os autores garantem à revista Apertura o direito de ser o primeiro meio de publicação da obra. É autorizada a reprodução dos textos publicados na revista Apertura, no todo ou em parte, desde que sem fins lucrativos, citada a fonte e não modificados o conteúdo ou design. Os autores podem distribuir exclusivamente a versão editorial final ou postprint em qualquer meio e a qualquer momento.
Apertura, seus editores e UDGVirtual se dissociam das informações prestadas por colaboradores ou anunciantes. Os artigos dos colaboradores não representam necessariamente o ponto de vista do editor ou da UDGVirtual e o conteúdo dos anúncios são de responsabilidade exclusiva dos contratantes.
Apertura está registrada no Instituto Nacional de Direitos Autorais com o número ISSN: 1665-6180 (versão impressa) e e-ISSN 2007-1094 (versão eletrônica), e com o Certificado de Reserva de Direitos de Uso Exclusivo do Título: 04 -2005-120212472000-102.
Também é certificado pela Comissão de Qualificação para Publicações Ilustradas e Revistas do Ministério do Interior com os Certificados Licenciados de número de título: 13449; e legalidade do conteúdo: 11022.
