Flipped Classroom to Improve University Student Centered Learning and Academic Performance

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment

Analysis of Novel Basketball Coaches: Pedagogical Content Knowledge Using Mixed Methodology

The aim of this article is to know the role of learning tasks within the pedagogical content knowledge (PCK) of novel sports coaches in initial stages of sports training of children/young people and their impact on their daily work. Participants are two coaches in their first or second working year. A mixed methodology was used by means of polar coordinates analysis. The results agree with previous studies that established that (1) PCK of novel coaches presents deficits in task selection and modification, (2) motivation is the key factor determining tasks selection process, and (3) they do not know how much time they should dedicate to each task. Even so, better development was found in the PCK of the coaches

Implementation of the flipped classroom and its longitudinal impact on improving academic performance

The authors thank the support of the Spanish Ministry of Science, Innovation and Universities the PhD grant (FPU18/01779) awarded to Christian Acal. We thank the involvement, innovation and collaboration from the professors part of the SEJ-622 Research Group, accredited and financed by the Junta de Andalucia, who are carrying out the proposals and development of these active methodologies at the University of Granada, for the purpose of providing experiences at all educational levels.The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training process in relation to the traditional methodology over time, in order to establish baselines in the academic grades in both models. The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal trend design in the data collection process. The entire available population has been selected, with 1.236 students participating, exploring the grades as an analytical resource, from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant differences in the improvement of academic performance with the flipped classroom methodology. Furthermore, the results reinforce that the flipped teaching model effectively promotes students’ interest, their capacity for autonomous learning and personal and cooperative relationships.Spanish Government FPU18/01779Junta de Andaluci

Psychological Distress and Psychosocial Factors in the Non-Formal Context of Basketball Coaches in Times of the COVID-19 Pandemic

Psychological distress and psychosocial factors are studied in the sports context in players of various specialties, but are only little studied with coaches who carry out their work with these athletes; that is where we put the emphasis, trying to determine the perception of coaches on psychological distress and psychosocial risk factors that may influence their sports work in times of a pandemic. It is an ex post facto study with a single-group retrospective design, with a representative sample of 94 coaches out of a possible 109. The Kessler Psychological Distress Scale and the short version of the ISTAS21 Psychosocial Risk Assessment at Work Questionnaire were adapted to the sports context. The results show that the youngest, those with the least experience and level 1 and level 2 coaches show the highest levels of stress. According to the psychosocial risk assessment, level 1 and 2 coaches, with experience between 6 to 10 years, are in the risk zone. Therefore, it is important to work with a group of coaches who are in the psychosocial risk zone and with high levels of psychological discomfort in order to avoid mental, emotional and physical stress, for the good performance of their work in the best possible conditions

Impact on the Virtual Learning Environment Due to COVID-19

As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.Spanish Ministry of Science, Innovation and Universities FPU18/0177

Validação do questionário sobre a utilização de Dispositivos Móveis Interativos no Ensino Superior

Objetivo: this study aims to design and validate a questionnaire to measure the students’ perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach’s alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.Objetivo: el presente estudio tiene como objetivo diseñar y validar un cuestionario que permita medir la percepción de los estudiantes universitarios del uso de los MIR como recurso tecnopedagógico en el aula. Método: se aplicó el cuestionario Mandos Interactivos de Respuesta para la Mejora del Proceso de Enseñanza-Aprendizaje, creado ad hoc para esta investigación, que está formado por 24 ítems, aplicado a 142 estudiantes universitarios. Resultados: tanto el análisis factorial exploratorio como el confirmatorio arrojan tres dimensiones: ambiente de clase, los procesos de enseñanza-aprendizaje y la evaluación. Los resultados obtenidos tanto en la fiabilidad (alfa de Cronbach 0.955) como en el análisis factorial confirmatorio (χ2/gl=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) arrojan índices altamente satisfactorios. Conclusión: los análisis estadísticos muestran que este instrumento es una herramienta válida, fiable y de fácil aplicación para el docente que le permitirá evaluar la experiencia del alumnado sobre el aprendizaje centrado en el estudiante.Objetivo: o presente estudo visa conceber e validar um instrumento para medir a percepção dos estudantes universitários sobre a utilização dos Dispositivos Móveis Interativos (MIR) como recurso tecnológico-pedagógico na sala de aula. Método: foi aplicado o questionário “Mandos Interactivos de Respuesta para la Mejora del Proceso de Enseñanza-Aprendizaje”, criado ad hoc para esta investigação, composto por 24 itens e aplicado a 142 estudantes universitários. Resultados: tanto a análise fatorial exploratória quanto a confirmatória desembocam em 3 dimensões: ambiente de sala de aula, processos de ensino-aprendizagem e avaliação. Os resultados obtidos tanto na confiabilidade (alfa de Cronbach 0,955) como na análise fatorial confirmatória (χ2/gl=1,944, CFI=0,97; GFI=0,78; RMR=0,077; RMSEA=0,08) produzem índices altamente satisfatórios. Conclusão: análises estatísticas mostram que este instrumento é válido, confiável e fácil de aplicar para os professores avaliarem a experiência estudantil de aprendizagem centrada no aluno

La figura del educador social

Actualmente estamos asistiendo al origen de nuevas situaciones sociales, culturales y demográficas que hacen brotar en los profesionales de la educación nuevas preocupaciones de atención y desarrollo formativo. En este artículo se hace referencia a diversas características que pueden caracterizar a uno de estos profesionales: el educador social.Facultad de Educación y Humanidades - Campus de Melilla (Universidad de Granada

Dimensiones, rasgos y relaciones del líder y su grupo: liderazgo versus autonomía

Los tiempos actuales llevan a ver al jefe como un igual, inclusive a criticarlo y desafiarlo. En años pasados el jefe contaba con apoyo y respeto y se le veía como un superior; ahora el jefe debe contar con la habilidad para manejar situaciones y tratar a sus “empleados” adecuadamente para ganarse así su obediencia y lealtad, éste es un mérito que sólo puede obtener el que es líder. En este artículo vamos a intentar hacer un breve recorrido por las distintas dimensiones y tipos de liderazgo, los rasgos personales que caracterizan a un líder y las relaciones entre el líder y su grupo.The current times lead to see the boss like an equal, inclusive to criticize it and challenge it. In last years the boss had support and respect and saw you like a superior; now the boss should have the ability in order to manage situations and try to their “employees” appropriately in order to earn their obedience and loyalty so, this is a merit that could only obtain the one that it is leader. We in this article are going to attempt make a brief journey for the different dimension and types of leadership, the common personnels that characterize a leader and the relationships between the leader and their group.Facultad de Educación y Humanidades - Campus de Melilla (Universidad de Granada

Practice frequency and reasons for participation in physical activities in gender and age function of 13-14 years old schoolchildren from Melilla

El presente artículo expone los resultados de un estudio dirigido a conocer la influencia del género y el curso en la frecuencia semanal y diaria de práctica de actividad fsica (AF), así conio en los motivos de práctica de AF que manifiestan escolares de 13- 14 años de Melilla. Los participantes han sido 548 escolares (267 chicos y 381 chicas) de los cursos, 1º y 2º (13 - 14 años) de cuatro centros de Educación Secundaria Obligatoria de Melilla. Los datos se han recogido a través del cuestionario de "Hábitos de participación en Actividades Físicas". Los resultados muestran la existencia de diferencias significativas en función del genero tanto en los niveles de participación como en la importancia que conceden a los motivos que le llevan a participar en AF y en virtud de la variable curso, siendo los alumnas de 2º las que presentan niveles más bajos de participación y menor valoración de los motivos principales para la participación en AF, resultados similares a los hallados en estudios anteriores en otros contextos nacionales e internacionales.This paper presents the results of a study to determine the influence of gender and grade on weekly and daily physical activity, as well as the reasons for physical activity to show students 13-14 years of Melilla. Participants were 548 students (267 boys and 281 girls) in grade 1st and 2nd (13 - 14 years) from four secondary schools in Melilla. Data were collected through the questionnaire of "Habits of participation in Physical Activity". The results show the significant differences by gender in both participation levels and the importance of the reasons that made you take part in physical and sports activities. Also found significant differences under variable grade, with the 2nd grade students who have lower levels of participation and lower valuation of the main reasons for participation in physical activities, results similar to those found in previus studies other national and international contexts.Universidad de Granada. Facultad de Educación y Humanidades (Campus de Melilla