Flipped classroom as a learning strategy in reading comprehension: a case study of higher education

Abstract

This research carries out a study on the inverted class as a learning strategy in the reading comprehension of university students; taking into consideration that the currently inverted class as a didactic strategy promotes significant learning in students. The objective of this research is to analyze the use of the flipped classroom to improve reading comprehension in the English language in university students. The research is of an experimental nature through a quantitative and qualitative information approach, this allows the data obtained to be classified according to the perceptions of the study population and then planned, and then tabulated to measure the trend they had and therefore, the ADDIE methodology is applied for the development of the gamification resources that were used in the development of the teaching-learning process of the English classes; As a technique, the survey was applied both in the pre-test and in the post-test; Likewise, the technology acceptance model was applied in order to know if the resources applied in the flipped classroom were the most appropriate, as well as the investigation by means of testing the hypothesis that the flipped classroom as a learning strategy improves reading comprehension in university students in the area of English. The results obtained in this experimentation with third-level English students were quite positive, where it was possible to show that when applying the flipped classroom, as well as the gamification resources in synchronous and asynchronous classes, creativity, motivation and collaborative work in the reading comprehension of this language. Finally, it is concluded that the flipped classroom as a learning strategy is directly related to the new educational models that can be used in all fields of knowledge; which allows for breaking the digital gap that exists; Likewise, the student can study according to her learning style; at his own pace, mode, and time that he deems necessary for the generation of knowledge.