Estudio de la percepción de las experiencias de aprendizaje de los jóvenes universitarios en un contexto post COVID-19
DOI:
https://doi.org/10.33936/cognosis.v8i3.5998Resumen
Esta investigación evalúa la experiencia de aprendizaje de jóvenes universitarios a través del método de Clase Invertida. Se analiza, si la metodología aplicada a distintas titulaciones conduce a una mejora en la percepción del clima personalizado, la facilidad de uso y utilidad de las plataformas, la interacción en clase física, el valor y la satisfacción del alumnado con el aprendizaje. El período analizado comprende tres años académicos (2021-2023), después del impacto del COVID-19. Para realizar este análisis se proporcionó al alumnado un cuestionario a través de herramientas online. La muestra es no probabilística y dirigida, y está compuesta por 136 estudiantes de una universidad pública española matriculados en titulaciones de las facultades de Ciencias de la Comunicación y Ciencias de la Economía y de la Empresa. El análisis de los datos se realizó mediante un estudio cuantitativo descriptivo, cuasiexperimental y transversal. Los resultados mostraron que la percepción general de los estudiantes es positiva y la titulación universitaria no influye en las siguientes dimensiones: la percepción del clima de aprendizaje personalizado; la experiencia de aprendizaje; la facilidad de uso de las plataformas utilizadas; la interacción en clase física; valor y la satisfacción con la metodología de clase invertida. Sin embargo, la titulación universitaria parece influir con efecto pequeño en la valoración de la utilidad de las plataformas utilizadas con la metodología de clase invertida. De forma que, los estudiantes de la titulación de grado doble la valoraron mejor que los estudiantes de las titulaciones de grado simples.
PALABRAS CLAVE: experiencia de aprendizaje; percepción del estudiante; utilidad de aprendizaje; valor de aprendizaje; clase invertida.
Study of young university students' perceptions of their learning experiences in a post-COVID-19 context
ABSTRACT
This research evaluates the learning experience of young university students through the Flipped Classroom method. It is analyzed whether the methodology applied to different degrees leads to an improvement in the perception of personalized climate, ease of use and usefulness of platforms, interaction in physical class, value, and student satisfaction with learning. To conduct this analysis, a questionnaire was provided to the students through online tools. The sample is non-probabilistic and directed and consists of 136 students from a Spanish public university enrolled in degree programs from the Faculties of Communication Sciences, and Economics and Business. The data analysis was carried out through a descriptive, quasi-experimental, and cross-sectional quantitative study. The results showed that the overall perception of the students is positive, and the university degree does not influence the following dimensions: the perception of personalized learning climate, learning experience, ease of the platforms, interaction in physical class, value, and satisfaction with the flipped classroom methodology. However, the university degree has a small effect on the assessment of the usefulness of the platforms with the flipped classroom methodology. As a result, double degree students rated it higher than single degree students.
KEYWORDS: learning experience; student perception; usefulness of learning; learning value; flipped classroom.
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