Flipped Learning, vídeos y autonomía de aprendizaje en Música: impacto en familias y adolescentes.

Fabra-Brell, Eugenio; Roig-Vila, Rosabel

The Flipped Learning (FL) model inverts the traditional classroom by presenting concepts before class, thus allowing educators to use class time to guide each student in active, creative and innovative learning. The aim of this study is to find out the impact and perception that students of Compulsory Secondary Education (ESO) in the Spanish public system and their families have of the ease of use and degree of personal autonomy acquired when working with videos in an FL model in the subject of Music. The methodological approach has been mixed, descriptive and with a collective case study design. The instruments used were: individual quantitative and qualitative questionnaire and discussion group. The results show that students and families perceive positively the use of videos enriched with questions when working according to a FL model. It is suggested that the experiences where the FL model is used are valid for strengthening personal autonomy in learning in music teaching in ESO.

LEARNING; MUSIC education; EDUCATORS; SECONDARY education; EDUCATIONAL films

Pixel-Bit, Revista de Medios y Educacion, 2022, Issue 65, p95

1133-8482

Academic Journal

10.12795/pixelbit.93549