The 'flipped classroom' as an active methodology to promote centrality in the students as protagonist of their own learning ; El 'aula invertida' como metodología activa para fomentar la centralidad en el estudiante como protagonista de su aprendizaje

Teaching-learning processes in university degrees, and especially graduate degrees, are evolving towards a digital contents improvement and the use of learning platforms and academic management. In this sense, the "flipped classroom" lies in turning the traditional lessons in order to make students the active protagonists of their own learning. In the subject called Contemporary Trends in Education studied on the second year of the Primary Education Teacher Degree, this methodology has been implemented. The objective of this work was to experience this subject and assess the degree of student satisfaction in this methodology. In order to do this, the questionnaire about student perceptions regarding the flipped classroom was used (Gilboy et al., 2015). The results demonstrate that students prefer to participate in class through active and group work rather than in a traditional class. The application of this educational model promotes a better exploitation of time in the classroom, the use of Information and Communication Technologies and collaboration between students, motivation and focus on students as the protagonists of their own learning. ; Los procesos de enseñanza-aprendizaje en los títulos universitarios y, especialmente, en los títulos de Grado, están evolucionando hacia una mejora de los contenidos digitales y el uso de plataformas de aprendizaje y gestión académica. En este sentido, las "aulas invertidas" o “flipped classroom” consisten en darles la vuelta a las clases tradicionales con el fin de convertir al alumnado en protagonista activo de su aprendizaje. En la asignatura del segundo curso del Grado de Maestro/a de Educación Primaria denominada Tendencias Contemporáneas de la Educación se ha implementado esta metodología. El objetivo de este trabajo consistió en realizar un pilotaje en dicha asignatura y evaluar el grado de satisfacción del alumnado sobre dicha metodología. Para ello, se utilizó el cuestionario de percepciones de los estudiantes sobre la clase invertida (Gilboy et al., 2015). Los ...