期刊名称：Aloma: revista de psicologia, ciències de l'educació i de l'esport Blanquerna
印刷版ISSN：1138-3194
出版年度：2019
卷号：37
期号：2
页码：25-33
出版社：Universitat Ramon Llull * Facultat de Psicologia i Ciencies de l'Educacio Blanquerna
摘要：This paper details the design and validation process of a questionnaire that allows teachers to assess themselves in how they apply the flipped learning model in their professional teaching practice. More specifically, the tool will assess the degree to which a given teacher’s practices are in keeping with general standards established for this teaching model. In the design phase, a previously existing questionnaire on the same topic was used, and a thorough review of its structure and items was conducted, taking as a reference the general standards established by international experts in the design and application of the model. The validation phase consisted of two procedures. First, 12 teachers and professors who use flipped learning lent their expert judgement, and their answers and suggestions were analysed and incorporated into the design of an initial pilot version of the questionnaire. The second phase consisted of validation and reliability testing through the analysis of the answers offered by the 76 teachers who responded to the questionnaire. After this process, the questionnaire can be regarded as scientifically valid and suitable for its purpose.↓En el presente artículo se exponen los pasos seguidos para el diseño y la validación de un cuestionario que permita evaluar al profesorado que emplea en su práctica profesional docente el modelo Flipped Learning. Se pretende valorar cuánto se adecúan dichas prácticas a los estándares generales establecidos para dicho modelo. Para la fase del diseño, se ha partido de un cuestionario previo, realizando una profunda revisión del mismo, y teniendo como referencia los estándares generales determinados por las personas expertas en la creación y aplicación del modelo Flipped Learning a nivel internacional. La fase de validación se ha realizado mediante dos procedimientos. Por una parte, se ha llevado a cabo una consulta a 12 expertos, cuyas respuestas y sugerencias fueron analizadas y consideradas para el diseño de un cuestionario piloto, con el que se ha abordado la segunda fase, en la que se analiza si el cuestionario cumple unos criterios mínimos de validez y fiabilidad, a través del análisis de las respuestas ofrecidas por las 76 personas que participaron de la experiencia piloto. Tras este proceso, se considera que el cuestionario diseñado es válido científicamente además de ser adecuado para su propósito.
其他摘要：This paper details the design and validation process of a questionnaire that allows teachers to assess themselves in how they apply the flipped learning model in their professional teaching practice. More specifically, the tool will assess the degree to which a given teacher’s practices are in keeping with general standards established for this teaching model. In the design phase, a previously existing questionnaire on the same topic was used, and a thorough review of its structure and items was conducted, taking as a reference the general standards established by international experts in the design and application of the model. The validation phase consisted of two procedures. First, 12 teachers and professors who use flipped learning lent their expert judgement, and their answers and suggestions were analysed and incorporated into the design of an initial pilot version of the questionnaire. The second phase consisted of validation and reliability testing through the analysis of the answers offered by the 76 teachers who responded to the questionnaire. After this process, the questionnaire can be regarded as scientifically valid and suitable for its purpose.
关键词：flipped learning;ICT competences;teaching innovation;validation of questionnaires
