Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching
Abstract This article presents a double evaluation carried out in the subject Complements for disciplinary training II: Computing, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by the Universidad Rey Juan Carlos. The students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, the flipped classroom technique was used to present the necessary contents, combined with the adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, the students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. At the end of the experience, the students expressed their satisfaction with the learning acquired and with the tasks performed, in both cases. The techniques used were well-appreciated, in the first year more than in the second, and especially flipped classroom. The scores obtained were, in addition, always very relevant.
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Andrade, H. G. (2005) Teaching with rubrics: The good, the bad, and the ugly, College Teaching, 53(1), 27-31. https://doi.org/10.3200/CTCH.53.1.27-31
Arango, C. (2020). Lessons learned from the coronavirus health crisis in Madrid, Spain: How COVID-19 has changed our lives in the last 2 weeks. Biological Psychiatry, 88(7), e33-e34. https://doi.org/10.1016/j.biopsych.2020.04.003
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Aronson, E., Blaney, N., Sikes, J., Stephan, C., & Snapp, M. (1975, February). Busing and racial tension: The jigsaw route to learning and liking. Psychology Today, (8), 43-50.
Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). Addison Wesley Longman.
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Panadero, E., & Jonsson, A. (2020) A critical review of the arguments against the use of rubrics. Educational Research Review, 30, 100329. https://doi.org/10.1016/j.edurev.2020.100329
Perkins, D. V., & Tagler, M. J. (2011). Jigsaw classroom. Promoting Student Engagement, 1, 195-197.
Reddy, Y. M., & Andrade, H. (2010) A review of rubric use in higher education, Assessment & Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
Rodríguez, D. M., & Campión, R. S. (2016). “Flipped Learning” en la formación del profesorado de secundaria y bachillerato. Formación para el cambio. Contextos educativos: Revista de educación, (1), 117-134. https://doi.org/10.18172/con.2854
Sein-Echaluce, M. L., Fidalgo-Blanco, Á., & García-Peñalvo, F. J. (2015). Metodología de enseñanza inversa apoyada en b-learning y gestión del conocimiento. In Á. Fidalgo Blanco, M. L. Sein-Echaluce, & F. J. García-Peñalvo (Eds.), La Sociedad del Aprendizaje. Actas del III Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2015 (14-16 de Octubre de 2015, Madrid, España) (pp. 464-468). Fundación General de la Universidad Politécnica de Madrid.
Susanti, S. (2018). The use of Jigsaw II to teach reading to STMIK students in Mimbar Pendidikan. Journal Indonesia untuk Kajian Pendidikan, 3(1), 85-96. https://doi.org/10.2121/mp.v3i1.978
Urquiza, J. (2015). Estudio preliminar del uso de la clase invertida en la asignatura de Procesadores de Lenguajes. In M. Rubio Sánchez, J. Urquiza Fuentes, & C. Cáceres Taladriz (Eds.), Actas de las VI Jornadas en Innovación y TIC Educativas – JITICE 2015 (pp. 37-40). http://hdl.handle.net/10115/13700
Akçay?r, G., & Akçay?r, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Andrade, H. G. (2005) Teaching with rubrics: The good, the bad, and the ugly, College Teaching, 53(1), 27-31. https://doi.org/10.3200/CTCH.53.1.27-31
Arango, C. (2020). Lessons learned from the coronavirus health crisis in Madrid, Spain: How COVID-19 has changed our lives in the last 2 weeks. Biological Psychiatry, 88(7), e33-e34. https://doi.org/10.1016/j.biopsych.2020.04.003
Aronson, E. (2002). Building empathy, compassion, and achievement in the jigsaw classroom. In Improving academic achievement (pp. 209-225). Academic Press. https://doi.org/10.1016/B978-012064455-1/50013-0
Aronson, E., Blaney, N., Sikes, J., Stephan, C., & Snapp, M. (1975, February). Busing and racial tension: The jigsaw route to learning and liking. Psychology Today, (8), 43-50.
Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). Addison Wesley Longman.
Atkinson, D., & Lim, S. L. (2013). Improving assessment processes in higher education: Student and teacher perceptions of the effectiveness of a rubric embedded in a LMS. Australasian Journal of Educational Technology, 29(5), 651-666. https://doi.org/10.14742/ajet.526
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE national conference proceedings (Vol. 30, No. 9, 1-18), Atlanta, GA.
Boletín Oficial del Estado (2008), Ministerio de Educación, Política Social y Deporte. Real Decreto 1834/2008, de 8 de noviembre, publicado en “BOE” núm. 287, de 28/11/2008. Referencia: BOE-A-2008-19174. https://www.boe.es/eli/es/rd/2008/11/08/1834/con
Fidalgo-Blanco, Á., Martinez-Nuñez, M., Borrás-Gene, O., & Sánchez-Medina, J. J. (2017). Micro flip teaching ? An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713–723. https://doi.org/10.1016/j.chb.2016.07.060
Flipped Learning Worldwide (2019). Flipped learning global initiative. https://flglobal.org/
Fortanet, C., Díaz, C. G., Pastor, E. M., & Ramón, J. L. (2013). Aprendizaje cooperativo y flipped classroom. Ensayos y resultados de la metodología docente. In XI Jornadas de Redes de Investigación en Docencia Universitaria: Retos de futuro en la enseñanza superior: Docencia e investigación para alcanzar la excelencia académica (1151-1162). Instituto de Ciencias de la Educación. http://rua.ua.es/dspace/handle/10045/43329
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2020). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 21, Article 12. https://doi.org/10.14201/eks.23013
Gauchat, J. D. (2012). El gran libro de HTML5, CSS3 y Javascript. Marcombo.
Hapsari, I., Suparman, U., & Putrawan, G. E. (2019). The effect of Jigsaw technique on improving students’ reading comprehension achievement in narrative text at second grade in SMPN 23 Bandar Lampung. U-JET, 8(1). http://digilib.unila.ac.id/eprint/56157
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759
Martínez, J., & Gómez, F. (2010). La técnica puzzle de Aronson: descripción y desarrollo. 25 Años de Integración Escolar en España: Tecnología e Inclusión en el ámbito educativo, laboral y comunitario. In P. Arnaiz, M. D. Hurtado, & F. J. Soto (Eds.), Consejería de Educación, Formación y Empleo de la Comunidad de Murcia.
Mbacho, N. W., & MWebi D.R. (2018). Jigsaw cooperative learning strategy and students’ self-concept in mathematics school of education, Laikipia University, Kenya. International Journal of Social Science and Economic Research I, 1(9).
Moodle Project, The (2019). Moodle. https://moodle.org/.
Murillo-Zamorano, L. R., López Sánchez, J. Á., & Godoy-Caballero, A. L. (2019). How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Computers & Education, 141, 103608. https://doi.org/10.1016/j.compedu.2019.103608
Panadero, E., & Jonsson, A. (2020) A critical review of the arguments against the use of rubrics. Educational Research Review, 30, 100329. https://doi.org/10.1016/j.edurev.2020.100329
Perkins, D. V., & Tagler, M. J. (2011). Jigsaw classroom. Promoting Student Engagement, 1, 195-197.
Reddy, Y. M., & Andrade, H. (2010) A review of rubric use in higher education, Assessment & Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
Rodríguez, D. M., & Campión, R. S. (2016). “Flipped Learning” en la formación del profesorado de secundaria y bachillerato. Formación para el cambio. Contextos educativos: Revista de educación, (1), 117-134. https://doi.org/10.18172/con.2854
Sein-Echaluce, M. L., Fidalgo-Blanco, Á., & García-Peñalvo, F. J. (2015). Metodología de enseñanza inversa apoyada en b-learning y gestión del conocimiento. In Á. Fidalgo Blanco, M. L. Sein-Echaluce, & F. J. García-Peñalvo (Eds.), La Sociedad del Aprendizaje. Actas del III Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2015 (14-16 de Octubre de 2015, Madrid, España) (pp. 464-468). Fundación General de la Universidad Politécnica de Madrid.
Susanti, S. (2018). The use of Jigsaw II to teach reading to STMIK students in Mimbar Pendidikan. Journal Indonesia untuk Kajian Pendidikan, 3(1), 85-96. https://doi.org/10.2121/mp.v3i1.978
Urquiza, J. (2015). Estudio preliminar del uso de la clase invertida en la asignatura de Procesadores de Lenguajes. In M. Rubio Sánchez, J. Urquiza Fuentes, & C. Cáceres Taladriz (Eds.), Actas de las VI Jornadas en Innovación y TIC Educativas – JITICE 2015 (pp. 37-40). http://hdl.handle.net/10115/13700
Lázaro-Carrascosa, C., Hernán-Losada, I., Palacios-Alonso, D., & Velázquez-Iturbide, Ángel. (2021). Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching. Education in The Knowledge Society, 22, e23617. https://doi.org/10.14201/eks.23617
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