Impact of the flipped classroom approach on self-regulation of learning in undergraduate tourism students
DOI:
https://doi.org/10.5281/zenodo.16300194Keywords:
flipped classroom, self-regulated learning, teaching strategyAbstract
The COVID-19 health emergency caused the massive closure of face-to-face educational institutions, which limited the development of competencies and the use of traditional methodological strategies, giving way to an accelerated virtualization of the educational process. The purpose of the research was to analyze the influence of the inverted classroom methodology on the development of self-regulated learning. The study, of an applied type and quantitative approach, adopted a quasi-experimental design, implementing a program that allowed comparing the levels of self-regulated learning before and after the intervention, using the Lindner, Harris and Gordon questionnaire for its measurement. The sample consisted of 140 students from a public university. The survey technique was used, validated by expert judgment and pilot test, and the data were analyzed using statistical tests such as Kolmogórov-Smirnov and Mann-Whitney U test. The results show that the inverted classroom strategy significantly favors the development of self-regulated learning, promoting autonomy, commitment and the active use of technological resources, in accordance with previous research that highlights the positive impact of this methodology in university education.
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