Aula invertida a distancia vs. aula invertida convencional: un estudio comparativo

Abstract

Introduction: In this study were compared the effects of the Conventional Flipped Classroom (virtual component for independent study + face-to-face component for the interactive discussion of clinical cases) and the Remote Flipped Classroom (FRFC) (virtual component for independent study + “online” component for the interactive discussion of clinical cases), as a teaching / learning strategy in the face of the COVID-19 pande-mic, on the self-directed learning of surgical students. Methods: Self-directed learning levels, as a result indicator of the change in methodological strategy, were compared in a group of undergraduate students participating in a conventional flipped classroom in 2017 to those of a group of students participating in a remote flipped classroom in 2020, during the surgery course at the Universidad de La Sabana, in Chia-Co-lombia. For this purpose, the Preparedness Scale for Self-Directed Learning (EPAD), validated to the Spa-nish language, was used. Results: In both groups, the levels of self-directed learning were acceptable. No significant effect (posi-tive or negative) of either of the two models of flipped classroom was identified on the self-directed learning (d Cohen =-0.08;IC95%-0.42 – 0.24). Conclusions: The remote flipped classroom is an alternative to the conventional inverted classroom that does not compromise the self-directed learning of surgery students.