Characterization of flipped classroom teaching in multigrade rural schools

<p><b>Description of the project</b></p> </p>The study we focused on the application of the Flipped Classroom (FC) method in the context of multigrade rural classroom (MRC). The research was guided by two research questions:</p> <ul> <li>Research quest...

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Detalles Bibliográficos
Autores: Javier Castillo López, Daniel Domínguez Figaredo
Tipo de recurso: conjunto de datos
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Consorcio Madroño
Repositorio:e-cienciaDatos, Repositorio de Datos del Consorcio Madroño
OAI Identifier:doi:10.21950/USSKSI
Acceso en línea:https://doi.org/10.21950/USSKSI
Access Level:acceso abierto
Palabra clave:Social Sciences
Flipped classroom
Instructional design
Multigrade classroom
Rural schools
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spelling Characterization of flipped classroom teaching in multigrade rural schoolsJavier Castillo LópezDaniel Domínguez FigaredoSocial SciencesFlipped classroomInstructional designMultigrade classroomRural schools<p><b>Description of the project</b></p> </p>The study we focused on the application of the Flipped Classroom (FC) method in the context of multigrade rural classroom (MRC). The research was guided by two research questions:</p> <ul> <li>Research question 1 (RQ-1): Does the implementation of the FC method in MRC require adapting standard FC procedures?</li> <li>Research question 2 (RQ-2): Is there a particular methodological framework for applying FC in MRC?</li> </ul> <p>RQ-1 is based on the analysis of FC teaching practices in MRC. The aim was to determine whether interventions with students of different levels affected the sequence and habitual actions in FC.</p> <p>RQ-2 was to determine some kind of regularity or pattern in the eventual variation in the application of the FC method in these types of spaces.</p> <p>In order to answer these questions, questionnaire-based research was conducted, complemented by in-depth interviews with teachers in rural multigrade classrooms. The data collected came from teachers in a number of schools located in a specific region, allowing the research to be formulated as a case study.</p> <br> <p><b>Description of the dataset</b></p> <p>Aggregate data from questionnaires-interviews with teachers in rural multigrade classrooms on the implementation of Flipped Classroom methodologies.</p><p><b>Descripción del proyecto</b></p> <p>El estudio se centró en la aplicación del método Flipped Classroom (FC) en el contexto del aula rural multigrado (MRC), a partir de dos preguntas de investigación:</p> <ul> <li>Pregunta de investigación 1 (RQ-1): ¿La aplicación del método FC en MRC requiere adaptar los procedimientos estándar de FC?</li> <li>Pregunta de investigación 2 (RQ-2): ¿Existe un marco metodológico concreto para aplicar el método FC en el MRC?</li> </ul> <p>La RQ-1 se basa en el análisis de las prácticas de enseñanza del FC en MRC. El objetivo era determinar si las intervenciones con alumnos de diferentes niveles afectaban a la secuencia y a las acciones habituales en FC.</p> <p>La RQ-2 consistió en determinar algún tipo de regularidad o patrón en la eventual variación en la aplicación del método de FC en este tipo de espacios.</p> <p>Para responder a estas preguntas, se realizó una investigación basada en cuestionarios, complementada con entrevistas en profundidad a docentes de aulas rurales multigrado. Los datos recogidos procedían de profesores de varias escuelas situadas en una región específica, lo que permitió formular la investigación como un estudio de caso.</p> <br> <p><b>Descripción del dataset</b></p> Datos agregados procedentes de los cuestionarios-entrevista a profesorado de aulas <p>rurales multigrado sobre la implementación de metodologías Flipped Classroom.</p>e-cienciaDatosAdmin, Dataverse2023info:eu-repo/semantics/datasetinfo:eu-repo/semantics/publishedVersionapplication/vnd.openxmlformats-officedocument.spreadsheetml.sheettext/plaintext/plainhttps://doi.org/10.21950/USSKSIreponame:e-cienciaDatos, Repositorio de Datos del Consorcio Madroñoinstname:Consorcio MadroñoEspañolinfo:eu-repo/semantics/openAccessCC-BY-4.0doi:10.21950/USSKSI2026-05-29T06:25:11Z
dc.title.none.fl_str_mv Characterization of flipped classroom teaching in multigrade rural schools
title Characterization of flipped classroom teaching in multigrade rural schools
spellingShingle Characterization of flipped classroom teaching in multigrade rural schools
Javier Castillo López
Social Sciences
Flipped classroom
Instructional design
Multigrade classroom
Rural schools
title_short Characterization of flipped classroom teaching in multigrade rural schools
title_full Characterization of flipped classroom teaching in multigrade rural schools
title_fullStr Characterization of flipped classroom teaching in multigrade rural schools
title_full_unstemmed Characterization of flipped classroom teaching in multigrade rural schools
title_sort Characterization of flipped classroom teaching in multigrade rural schools
dc.creator.none.fl_str_mv Javier Castillo López
Daniel Domínguez Figaredo
author Javier Castillo López
author_facet Javier Castillo López
Daniel Domínguez Figaredo
author_role author
author2 Daniel Domínguez Figaredo
author2_role author
dc.contributor.none.fl_str_mv Admin, Dataverse
dc.subject.none.fl_str_mv Social Sciences
Flipped classroom
Instructional design
Multigrade classroom
Rural schools
topic Social Sciences
Flipped classroom
Instructional design
Multigrade classroom
Rural schools
description <p><b>Description of the project</b></p> </p>The study we focused on the application of the Flipped Classroom (FC) method in the context of multigrade rural classroom (MRC). The research was guided by two research questions:</p> <ul> <li>Research question 1 (RQ-1): Does the implementation of the FC method in MRC require adapting standard FC procedures?</li> <li>Research question 2 (RQ-2): Is there a particular methodological framework for applying FC in MRC?</li> </ul> <p>RQ-1 is based on the analysis of FC teaching practices in MRC. The aim was to determine whether interventions with students of different levels affected the sequence and habitual actions in FC.</p> <p>RQ-2 was to determine some kind of regularity or pattern in the eventual variation in the application of the FC method in these types of spaces.</p> <p>In order to answer these questions, questionnaire-based research was conducted, complemented by in-depth interviews with teachers in rural multigrade classrooms. The data collected came from teachers in a number of schools located in a specific region, allowing the research to be formulated as a case study.</p> <br> <p><b>Description of the dataset</b></p> <p>Aggregate data from questionnaires-interviews with teachers in rural multigrade classrooms on the implementation of Flipped Classroom methodologies.</p>
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/dataset
info:eu-repo/semantics/publishedVersion
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dc.identifier.none.fl_str_mv https://doi.org/10.21950/USSKSI
url https://doi.org/10.21950/USSKSI
dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
CC-BY-4.0
eu_rights_str_mv openAccess
rights_invalid_str_mv CC-BY-4.0
dc.format.none.fl_str_mv application/vnd.openxmlformats-officedocument.spreadsheetml.sheet
text/plain
text/plain
dc.publisher.none.fl_str_mv e-cienciaDatos
publisher.none.fl_str_mv e-cienciaDatos
dc.source.none.fl_str_mv reponame:e-cienciaDatos, Repositorio de Datos del Consorcio Madroño
instname:Consorcio Madroño
instname_str Consorcio Madroño
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