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The development of listening skill and autonomous behaviors through the implementation of flipped learning approach

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dc.contributor.advisorCarolina Rodriguez Buitragospa
dc.contributor.authorGaray Vasquez, Natalia AndreaFemenino
dc.contributor.authorTorregrosa Marenco, Tania MarcelaFemenino
dc.date.accessioned2019-10-18T15:19:08Z
dc.date.available2019-10-18T15:19:08Z
dc.date.issued2016
dc.description129 p.spa
dc.description.abstractEste estudio de investigación-acción en pequeña escala examinó el impacto de los cuatro pilares del aprendizaje invertido para mejorar las habilidades de escucha y desarrollar autonomía a través de tareas de escucha. El estudio fue llevado a cabo con niños y adolescentes, que se encuentran en un nivel “principiante” en dos colegios públicos en Bogotá, Colombia. Los participantes expusieron su necesidad de mejorar las habilidades de escucha en el aprendizaje del inglés. En Colombia, existen dos estudios los cuales investigaron el impacto del aprendizaje invertido en población de pregrado, pero no hay ninguno que relacione el aprendizaje invertido, las habilidades de escucha y autonomía en colegios públicos. Los datos fueron recolectados a partir de diferentes instrumentos, éstos fueron analizados a través del modelo de la teoría fundamentada. Los resultados revelaron que la adopción del enfoque del aprendizaje invertido tuvo un impacto positivo sobre las habilidades de escucha de los participantes y en el desarrollo de su autonomía; ellos contribuyeron al mejoramiento del proceso de enseñanza y aprendizaje en aspectos tales como ambiente flexible, cultura del aprendizaje, contenido intencional, mejoramiento profesional; los estudiantes mejoraron su variación individual, actividades adicionales y contextualizadas, motivación y dimensión estratégica; y desarrollaron conductas autónomas tales como responsabilidad, acceso, participación activa, conocimientos previos y auto reflexión.spa
dc.description.abstractenglishThis small-scale action research study examined the impact of implementing the four pillars of flipped learning to improve listening skills and develop autonomy through listening tasks. The study was conducted with false beginner English level children and teenagers students of two public schools in Bogotá, Colombia. Participants exposed their need to improve listening skills in their foreign language learning. In Colombia, there are two studies which investigate the impact of flipped learning in undergraduate population, but, there is not any which interrelate flipped learning, listening skills and autonomy on public schools. Data obtained from different instruments were analyzed through the grounded theory method. The results revealed that the adoption of the flipped learning approach had a positive impact on the participants’ listening skills and the development of their autonomy; they contributed to the improvement of the teaching and learning process in aspects such as flexible environment, learning culture, intentional content and professional, educator; students had the opportunity to improve on individual variation, contextualized additional activities, motivation and strategic dimension; and to develop autonomous behavior such as responsibility, accessibility, active participation, prior knowledge and self-reflection.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en didáctica del inglés para el aprendizaje autodirigidospa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationaudiencePadres de familiaspa
dc.description.educationcommunityAulaspa
dc.description.educationcommunityFamiliaspa
dc.description.educationlevelBásica primariaspa
dc.description.educationlevelBásica secundariaspa
dc.description.educationotesMi tesis de grado sugiere la implementación del modelo del aprendizaje invertido, para optimizar el tiempo y las dinámicas en el aula de clase. Dicho modelo promueve la participación en clase y genera autonomía en el estudiante.spa
dc.description.educationresearchEstudio cualitativospa
dc.description.educationsubjectDidácticaspa
dc.description.educationsubjectProcesos de aprendizajespa
dc.description.educationsubjectRecursos educativos físicos o virtualesspa
dc.description.educationsubjectTecnologías de la Información y la Comunicaciónspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2735
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidospa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/27926spa
dc.subject.keywordsFlipped learningspa
dc.subject.keywordsListening skillsspa
dc.subject.keywordsAutonomyspa
dc.subject.keywordsDimensions of the model of second language listening comprehensionspa
dc.subject.lembLenguaje
dc.subject.lembInglés -- Enseñanza
dc.subject.lembAdquisición de segundo lenguaje
dc.subject.lembPercepción auditiva
dc.subject.proposalAprendizaje invertidospa
dc.subject.proposalHabilidades de escuchaspa
dc.subject.proposalAutonomíaspa
dc.subject.proposalDimensiones del modelo de la comprensión auditiva de la segunda lenguaspa
dc.titleThe development of listening skill and autonomous behaviors through the implementation of flipped learning approachspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
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