Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families
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Título: | Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families |
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Autor/es: | Roig-Vila, Rosabel | Fabra-Brell, Eugenio |
Grupo/s de investigación o GITE: | Grupo de Investigación Interdisciplinar en Docencia Universitaria - Educación y Tecnologías de la Información y Comunicación/Educación Inclusiva (GIDU-EDUTIC/IN) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Palabras clave: | Compulsory secondary education | Digital technology | Flipped learning | Music learning | Rural environment |
Fecha de publicación: | 17-abr-2023 |
Editor: | SAGE Publications |
Cita bibliográfica: | International Journal of Music Education. 2024, 42(2): 163-177. https://doi.org/10.1177/02557614231165008 |
Resumen: | This study has as its purpose to ascertain and analyze the impact caused by the implementation of the Flipped Learning model on the students enrolled in the subject «music» of Spain’s public Compulsory Secondary Education, as well as on their families, within a rural environment. A total of 25 female and male students and 13 relatives took part in the study. A methodology based on a mixed descriptive approach including the design of a collective case study was used. Data collection took place through the utilization of tools such as a questionnaire of a quantitative and qualitative nature administered after the experience and the establishment of discussion groups. The results show that both the students and their families have a favorable opinion about using the Flipped Learning model in the music classroom on a daily basis. They find no significant barriers or drawbacks beyond families’ concern about potential technology-related problems derived from the economic investment required and an overexposure to screens. The conclusions drawn point at the relevance of integrating active methodologies, among them Flipped Learning, into music teaching. |
URI: | http://hdl.handle.net/10045/133825 |
ISSN: | 0255-7614 (Print) | 1744-795X (Online) |
DOI: | 10.1177/02557614231165008 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © The Author(s) 2023 |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1177/02557614231165008 |
Aparece en las colecciones: | INV - GIDU-EDUTIC/IN - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Roig-Vila_Frabra-Brell_2023_IntJMusicEdu_final.pdf | Versión final (acceso restringido) | 259,57 kB | Adobe PDF | Abrir Solicitar una copia |
Roig-Vila_Frabra-Brell_2023_IntJMusicEdu_revised.pdf | Versión revisada (acceso abierto) | 372,02 kB | Adobe PDF | Abrir Vista previa |
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