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espanolResumen Introduccion: las nuevas metodologias emergentes y su aplicacion educativa se han convertido en una realidad dentro de los espacios de aprendizaje, siendo el b-learning una de las metodologias mas recurrentes durante la ultima decada. Objetivo: el objetivo del presente trabajo radica en conocer el grado de empleo de la metodologia b-learning en los docentes de las cooperativas de ensenanza. Materiales y metodos: la investigacion se ha llevado a cabo a traves de un estudio descriptivo y correlacional, utilizandose un cuestionario de corte ad hoc de cinco dimensiones. Resultados: los resultados muestran un incremento progresivo de la incorporacion de la innovacion dentro de las aulas y un impetu formativo por parte de los docentes en materia tecnologica. Conclusiones: los docentes perciben el blended learning cada vez de manera mas positiva, a pesar de disponer de escasos recursos digitales y de encontrar dificultades en propiciar un rol activo del discente. Asimismo, se ha constatado la existencia de niveles intermedios de confianza hacia la tecnologia, especialmente entre el profesorado de mayor edad. EnglishAbstract Introduction: new emerging methodologies and their educational application have become a reality within learning spaces, with b-learning being one of the most recurrent methodologies during the last decade. Objective: the objective of this work is to know the degree of use of the b-learning methodology in the teachers of the teaching cooperatives. Materials and methods: the research was carried out through a descriptive and correlational study, using a five-dimensional ad hoc cut-off questionnaire. Results: the results show a progressive increase in the incorporation of innovation within the classrooms and a formative impetus on the part of the teachers in technological matters. Conclusions: teachers perceive blended learning more and more positively, in spite of having scarce digital resources and finding difficulties in propitiating an active role of the student. Likewise, it has been verified the existence of intermediate levels of confidence in technology, especially among older teachers. portuguesResumo Introducao: novas metodologias emergentes e sua aplicacao educacional tornaram-se uma realidade dentro dos espacos de aprendizagem, sendo o b-learning uma das metodologias mais recorrentes na ultima decada. Objetivo: o objetivo deste trabalho e conhecer o grau de utilizacao da metodologia b-learning nos professores das cooperativas de ensino. Materiais e metodos: a pesquisa foi realizada por meio de um estudo descritivo e correlacional, utilizando um questionario de corte ad hoc em cinco dimensoes. Resultados. os resultados mostram um aumento progressivo na incorporacao de inovacao dentro das salas de aula e um impulso formativo por parte dos professores em questoes tecnologicas. Conclusoes: os professores percebem o blended learning de maneira cada vez mais positiva, apesar de ter recursos digitais escassos e encontrar dificuldades em propiciar um papel ativo do aluno. Da mesma forma, verificou-se a existencia de niveis intermediarios de confianca em tecnologia, especialmente entre os professores mais velhos.

Las cooperativas de enseñanza son entidades de naturaleza educativa que se encuadran dentro de la economía social. Estas organizaciones aglutinan a un conjunto de personas, unidas por el deseo de satisfacer sus necesidades, tanto laborales como profesionales, para poder desarrollar su vocación docente. En este estudio se ha llevado a cabo una revisión bibliográfica con el fin de aumentar y reforzar la literatura existente acerca del movimiento cooperativo en su espectro educativo, analizado desde un método cualitativo, centrado en un estudio descriptivo y comparado de las diversas fuentes de información, con el propósito de conocer el desarrollo del cooperativismo educativo en España. Debido a su crecimiento en los últimos años, han sido consideradas como una alternativa de centro educativo frente al clasicismo del sistema, conformado por centros públicos y privados. Entre sus metas como entidad pretenden gestionar de manera empresarial un centro educativo, cuyos cimientos se sustentan en la creación y mantenimiento de los puestos de trabajo, para conseguir una estabilidad y tranquilidad laboral entre los profesionales que las integran. Se concluye que estas entidades sociales se han consolidado como una salida profesional de muchos docentes y egresados universitarios.

Resumen El mundo actual se encuentra en un proceso de digitalización. Dentro de este paradigma, las redes sociales se están convirtiendo en una herramienta sofisticada y necesaria en las relaciones entre personas. Este tipo de medios proporciona, a las personas usuarias, un amplio abanico de funcionalidades basadas en la interacción y comunicación con otros individuos de la sociedad. Aplicadas en el entorno educativo, las redes sociales fomentan nuevas formas de aprendizaje con un alto componente motivador por parte del estudiantado. La investigación se lleva a cabo en una cooperativa de enseñanza de la Ciudad Autónoma de Ceuta, España. Este tipo de centro educativo persigue la calidad e innovación en los servicios ofertados. Con este estudio se pretende conocer la utilización de redes sociales con una finalidad educativa, en un centro educativo de naturaleza cooperativa. Para ello se ha tomado una muestra de 40 docentes y otra de 80 discentes, que utilizan un método mixto, desde un enfoque cuantitativo, por medio de cuestionarios y otro cualitativo, mediante entrevistas personales semidirigidas. Los resultados más significativos revelan que el 85 % de docentes presenta opiniones desfavorables sobre el uso de redes sociales en el entorno escolar y, en cambio, los discentes con un 96 % se pronuncian a favor de la inclusión de estos nuevos entornos en el proceso de aprendizaje. Se concluye que, a pesar de que la cooperativa de enseñanza busca la innovación entre sus principios, los grupos docentes no están en la disposición de incluir estas metodologías en su repertorio didáctico. Abstract The current world is going through a digitalization process. Considering this paradigm allows saying that social networks are becoming a sophisticated and necessary tool in relations among people. This type of means provides the user with a wide range of functionalities based on interaction and communication with other individuals in society. If it is applied in the educational environment, social networks encourage new forms of learning with a high motivating component on the part of the students. The research is carried out in a teaching cooperative of the Autonomous City of Ceuta, Spain. This kind of education center pursues the quality and innovation in the services they offer. This study seeks to understand the use of social networks for educational purposes in a cooperative educational center. In order to carry out this process, a sample of 40 teachers and 80 students was taken, using a mixed method from a quantitative approach, through questionnaires and a qualitative one, through semi-guided personal interviews. The most significant results reveal that 85% of teachers present unfavorable opinions about the use of social networks in the school environment, and, on the other hand, 96% of students are in favor of including these new tools in the learning process. It is concluded that, although the teaching cooperative seeks innovation among its principles, the teaching groups are not willing to include these methodologies in their didactic repertoire. Resumo O mundo atual se encontra num processo de digitalização. Dentro desse paradigma, as redes sociais se convertem em uma ferramenta sofisticada e necessária nas relações entre as pessoas. Este meio fornece as pessoas usuárias um amplo leque de recursos funcionais interativos e de comunicação com outros indivíduos da sociedade. Aplicadas ao entorno educacional, as redes sociais fomentam novas formas de aprendizado com um alto componente motivador por parte de quem estuda. A pesquisa se realiza em uma cooperativa de ensino da Cidade Autônoma de Ceuta, Espanha. Este tipo de centro educacional busca a qualidade e a inovação nos serviços prestados. Com esta pesquisa, pretende-se conhecer a utilização de redes sociais com uma finalidade educacional em um centro educacional cooperativo. Para isso, foi feito uma amostra com 40 docentes e 80 estudantes, utilizando um método misto, desde um enfoque quantitativo, através de questionários e outro qualitativo, através de entrevistas pessoais semi estruturada. Os resultados mais importantes mostram que 85% dos docentes apresentam opiniões desfavoráveis sobre o uso de redes sociais no centro educativo e, por outro lado, 96% dos estudantes consideram importante a inclusão de esse meio no processo de aprendizagem. Em conclusão, ainda que a cooperativa de educação em questão procura a inovação entre seus princípios, os docentes não estão na disposição de incluir estas metodologias no repertório didático.

Los nuevos avances producidos en el ambito educativo han supuesto la aparicion de nuevos recursos metodologicos para efectuar los procesos de ensenanza y aprendizaje segun las demandas formativas de la sociedad de la informacion y el conocimiento. Uno de los enfoques que mas ha prosperado en el terreno educativo es el flipped learning, siendo fundamental para su despliegue la competencia digital del profesorado y, en particular, determinadas destrezas en el area concerniente a la creacion de recursos digitales, con la finalidad de poder llevar a cabo la accion docente bajo una dimension tecnopedagogica. El objetivo de este estudio se centra en conocer la influencia del nivel competencial del area 3 de la competencia digital (creacion de contenidos digitales) sobre la utilizacion de la metodologia innovadora flipped learning. Para ello, se ha seguido un diseno de investigacion fundamentado en un metodo cuantitativo de tipo descriptivo y correlacional. Como instrumento de recogida de datos se ha empleado un cuestionario ad hoc que ha sido aplicado en una muestra de 483 docentes espanoles. Los resultados ponen de manifiesto que los docentes hacen un uso esporadico del flipped learning. Asimismo, revelan un nivel competencial intermedio en el area de creacion de contenidos digitales, siendo los docentes que mayor utilizacion del flipped learning han reflejado aquellos con mejores destrezas en programacion, desarrollo, integracion y reelaboracion de contenidos digitales, asi como el conocimiento de los derechos de autor y licencias digitales. Por tanto, se concluye que el nivel de competencia digital alusivo al area 3 si influye en el uso de tal metodologia innovadora de ensenanza y aprendizaje.

espanolLa precariedad laboral actual y la ausencia de iniciativa emprendedora en los jovenes hacen necesario el fomento de una educacion para el emprendimiento en el espacio escolar para despertar en los discentes la creatividad, la innovacion, la autonomia y la busqueda de oportunidades. El objetivo de este estudio es conocer el estado actual de la educacion para el emprendimiento en el profesorado de centros educativos de Granada (Espana). Para ello, se ha empleado un cuestionario ad hoc para la recogida de datos y una metodologia descriptiva con un diseno no experimental por metodo de encuesta, con un analisis de estadisticos descriptivos y correlacionales bivariados. La muestra se compone de 312 docentes. Se concluye que la educacion para el emprendimiento en tal ciudad sigue en auge, aunque todavia queda un importante margen de mejora para su asentamiento. Los docentes recurren, con escasas dificultades, a una metodologia tradicional y a un enfoque teorico para el tratamiento de la competencia emprendedora, lo que implica una instruccion desactualizada y poco motivadora para el alumnado. Ambos generos docentes fomentan la educacion emprendedora aunque potencian finalidades distintas, siendo necesario un reparto mas equitativo para una formacion integral del discente EnglishThe current job insecurity and the lack of entrepreneurial initiative in young people make it necessary to promote an education for entrepreneurship in the school space to awaken in the students the creativity, innovation, autonomy and the search for opportunities. The objective of this study is to know the current state of education for entrepreneurship in the teaching staff of schools in Granada (Spain). To this end, an ad hoc questionnaire was used to collect data and a descriptive methodology with a non-experimental design by survey method, with an analysis of bivariate descriptive and correlational statistics. The sample consists of 312 teachers. It is concluded that education for entrepreneurship in such a city continues to grow, although there is still a significant room for improvement for their settlement. Teachers resort, with scarce difficulties, to a traditional methodology and a theoretical approach to the treatment of entrepreneurial competition, which implies an outdated instruction that is not very motivating for the students. Both teaching genres promote entrepreneurial education although they enhance different purposes, requiring a more equitable distribution for an integral education of the learner

Educational cooperatives are educational entities of a social nature that bring together a group of members, united under the same needs, who pursue the creation and maintenance of jobs in times of economic recession. They intend to offer an innovative, effective and quality service based on the leadership and continuous training of professionals of this type of school. The objective of this study is to know the business, training and leadership aspects of the cooperative teacher of the Autonomous City of Ceuta. For this purpose, a quantitative method of descriptive type was chosen, using an ad hoc questionnaire for the collection of data in a sample of 68 teacher-members belonging to the 3 teaching cooperatives of said city. Based on the results, a dominance of the feminine gender and an advanced age among the teachers-partners of the analyzed cooperatives is obtained. These professionals know the peculiarities that these entities present and although they trust in the investment made, they reflect bureaucratic deficiencies for cooperative management. In terms of leadership, experts are aware of this phenomenon and give it great relevance. But, on the training level, they have poor business knowledge and although they consider that continuing education is important, most do not usually do more than 2 courses a year. It is concluded that these professionals make up an elderly female profile that relies on leadership as a phenomenon to energize the entity but do not have the necessary knowledge to successfully manage this type of educational centers, requiring specialized training in the business field.

La implementación de las TIC en los centros educativos es una realidad que afecta a muchos docentes que – desafortunadamente – presentan una competencia escasa en su manejo y su conocimiento. Es por ello que diferentes proyectos estatales y autonómicos se han centrado en desarrollar una formación en competencia digital hacia estos docentes con la finalidad de cambiar este panorama. El presente trabajo tiene como objeto conocer la incidencia del proyecto INNOVACOOP en el cuerpo docente de una cooperativa de enseñanza de la Ciudad Autónoma de Ceuta (España). El método del trabajo es experimental de tipo pretest y postest, en la que se ha aplicado entre ambos, un plan de formación blended learning sobre competencia digital. La medición de respuestas se llevó a cabo a través de la creación de un cuestionario ad hoc que trató las diferentes dimensiones que conforman la competencia digital, así como factores personales y motivacionales. Con las respuestas recabadas se realizó un análisis descriptivo-correlativo, en la que se pretendió con la utilización de la prueba t-student conocer diferencias significativas entre las medias de ambos test, así como diferencias significativas entre los tamaños de efecto a través de la d de Cohen y la correlación biserial. Los resultados reflejaron una mejora considerable en las diferentes dimensiones de la competencia digital, así como en la receptividad y motivación de los docentes hacia las TIC y su utilización en el aula, quedando patente la importancia de seguir trabajando en la formación permanente sobre tecnología en profesores en ejercicio., The implementation of ICT in schools is a reality that affects many teachers, who – unfortunately – have little competence in their management and knowledge. That is why different state and autonomous projects have focused on developing a digital competence training for these teachers in order to change this landscape. The purpose of this paper is to know the impact of the INNOVACOOP project on the teaching staff of a teaching cooperative in Ciudad Autónoma de Ceuta (Spain). The work method is experimental pretest and posttest, in which a blended learning plan on digital competence has been applied between both. The measurement of responses was carried out through the creation of an ad hoc questionnaire that dealt with the different dimensions that make up the digital competence, as well as personal and motivational factors. With the collected answers, a descriptive-correlative analysis was carried out, in which it was intended with the use of the t-student test to know significant differences between the means of both tests, as well as significant differences between the effect sizes through the d of Cohen and the biserial correlation. The results reflected a considerable improvement in the different dimensions of digital competence, as well as in the receptivity and motivation of teachers towards ICT and its use in the classroom, being clear the importance of continuing working in permanent training on technology in teachers in exercise.

La competencia digital implica el uso creativo, crítico y seguro de las tecnologías de la información y la comunicación para un uso adaptado a la sociedad actual. La finalidad de la presente investigación es conocer las competencias digitales del alumnado que está matriculado en los ciclos formativos de Formación Profesional Básica (n=251). Se ha aplicado un método correlacional con análisis bivariable a toda la población de alumnos de Formación Profesional Básica de la Ciudad Autónoma de Ceuta (España). La recogida de datos se ha desarrollado mediante un cuestionario que ha sido validado mediante juicio de expertos y fiabilizado a través del coeficiente de consistencia interna Alfa de Cronbach. El análisis de datos se ha llevado a cabo mediante un análisis bivariado a través de tablas de contingencia para explorar las posibles asociaciones entre las distintas variables del estudio. Para saber si existen diferencias estadísticamente significativas primero se ha comprobado si los datos cumplían los supuestos de normalidad (Kolmogorov-Smirnov) y homocedasticidad (Prueba de Levene) para aplicar pruebas paramétricas. Al no cumplirse los supuestos se han aplicado métodos no paramétricos. Las pruebas no paramétricas aplicadas han sido U de Mann-Withney, al ser la variable de comparación, de tipo ordinal y Chi-cuadrado para la asociación de variables categóricas. Con la U de Mann-Whitney hemos medido la diferencia entre las distribuciones analizadas y con Chi-cuadrado, hemos comprobado la independencia (hipótesis nula) o la asociación (hipótesis alternativa). Los resultados demuestran que existen relación de significancia entre el uso de diversos dispositivos TIC (ordenador, Tablet o Smartphone) y recursos TIC, siendo la relación en la mayoría de los casos inversa. La conclusión principal que podemos obtener es que el alumnado de Formación Profesional Básica en la Ciudad Autónoma de Ceuta (España) tiene competencias digitales para un uso personal, donde lo usa con mucha frecuencia, pero no en el ámbito académico, donde apenas lo usa.

Las peculiaridades que presenta la sociedad actual junto a la imparable revolución tecnológica están provocando altos índices de sedentarismo, patologías y adicciones a los recursos digitales que nos rodean. Para hacer frente a esta situación, desde las instituciones escolares, se aboga por el fomento de juegos populares como vía de concienciación, motivación y promoción de hábitos de vida activos y saludables en los discentes. Así, el objetivo de esta investigación es analizar la incidencia de la práctica de juegos populares entre el alumnado de Educación Primaria. Para ello, se ha tomado una muestra de 3728 alumnos pertenecientes a 18 centros educativos de naturaleza cooperativa en la Comunidad Autónoma de Andalucía y la Ciudad Autónoma de Ceuta. En cuanto a los aspectos metodológicos se ha seguido un diseño no experimental de corte transversal, descriptivo y correlacional bivariado, a través de una metodología cuantitativa, empleando como instrumento un cuestionario ad hoc. Los resultados revelan que los discentes no siguen una vida activa fuera del horario escolar y manifiestan altos índices de adicción tecnológica. Además, se concluye que los juegos populares han contribuido a la mejora de la motivación, la satisfacción, la participación y el clima de aula en los distintos cursos analizados aunque no han conseguido dinamizar la colaboración de las familias. En relación con el género, se produce cierto dominio de las chicas en cuanto a la motivación, la participación, la cooperación y la adicción tecnológica frente a la satisfacción producida en los chicos.(The peculiarities of today's society along with the unstoppable technological revolution are causing high rates of sedentary lifestyle, pathologies and addictions to the digital resources that surround us. To deal with this situation, from the school institutions, the promotion of popular games is advocated as a way of raising awareness, motivation and promotion of active and healthy life habits in the students. Thus, the objective of this research is to analyze the incidence of the practice of popular games among the students of Primary Education. For this, a sample of 3728 students belonging to 18 educational centers of a cooperative nature in the Autonomous Community of Andalucia and the Autonomous City of Ceuta was taken. Regarding the methodological aspects, a non-experimental cross-sectional, descriptive and bivariate correlation design was followed through a quantitative methodology, using as an instrument an ad hoc questionnaire. The results reveal that students do not follow an active life outside school hours and manifest high rates of technological addiction. In addition, it is concluded that popular games have contributed to the improvement of motivation, satisfaction, participation and classroom climate in the different courses analyzed although they have not been able to stimulate the collaboration of families. In relation to gender, there is a certain dominance of girls in terms of motivation, participation, cooperation and technological addiction compared to the satisfaction produced in boys.)

La tecnología ha ocasionado un gran índice de sedentarismo en la población como consecuencia de las posibilidades que ofrecen los recursos electrónicos. Este estudio se centra en conocer la mejora producida en el conocimiento discente sobre hábitos activos a través de un programa de educación saludable mediado por recursos tecnológicos mediante un enfoque mobile learning. Se ha seguido un método de investigación cuantitativo de tipo descriptivo en una muestra de 320 discentes de Educación Secundaria Obligatoria de la Ciudad Autónoma de Ceuta (España). Los datos han sido obtenidos mediante un cuestionario alojado en la app educativa utilizada. Se concluye que la población escolar es sedentaria pero el uso de esta pedagogía innovadora ha supuesto un aprendizaje activo de hábitos saludables.

Este estudio se centra en el análisis de la percepción docente sobre la puesta en marcha de un grupo de trabajo, en una cooperativa educativa de Ceuta, para la promoción de hábitos saludables en la población escolar. Para ello, se ha efectuado una investigación descriptiva y correlativa con un método cuantitativo, por medio de un cuestionario aplicado a una muestra de 40 docentes. Se concluye que el grupo de trabajo ha puesto en marcha un programa de salud que ha permitido la mejora de hábitos saludables y la dinamización de la comunidad educativa a través del fenómeno del liderazgo.

Flipped learning and augmented reality have become two emerging didactic proposals today in the field of education. This study analyzes the effectiveness of flipped learning and augmented reality in various dimensions related to the learning process. A quasi-experimental design has been carried out in a sample of 116 students from Spain, of the third level of Secondary Education. A questionnaire has been used to collect the research data. The results show that there is a high appreciation by students of both educational experiences, although differences in various dimensions are present. Those who have received teaching based on flipped learning show significance in the dimensions teacher-student, autonomy, deepening and classtime. On the other hand, those who have developed the experience with augmented reality show significance in the dimensions of motivation, interrelation with content and students, and resolution. In conclusion, both the application of an emerging methodology based on flipped learning and the use of educational technology with augmented reality contributes positively to the optimization of learning processes in the Mathematics classroom. © 2021 North Caucasian Institute of Mining and Metallurgy, State Technological University. All rights reserved.

Flipped learning methodology has the potential to be combined with a multitude of didactic actions and techno-pedagogical resources that are adapted to the needs of the student. Access to resources and training outside the classroom can be carried out from various platforms. Following this line, Twitch is an interactive video transmission platform that is presented as an interesting digital resource to enhance the motivation of students in turning over learning moments. The objective of the study is to analyze the motivation of students in two different methodological approaches, one traditional and the other innovative through the Twitch application. A quasi-experimental pre-post design was carried out. A total of 52 Spanish students from the fourth level of secondary education participated in the research. Data collection was carried out by adapting the Motivated Strategies for Learning Questionnaire (MSLQ) instrument to the Spanish context. The results reflect higher levels of motivation in the implementation of Twitch with respect to its materialization without using said techno-pedagogical complement. This difference is especially significant in intrinsic motivation, since in the case of extrinsic motivation, the difference between both pedagogical proposals is smaller. In short, the implementation of Twitch in the flipped learning supposes an optimization of this pedagogical methodology, increasing the extrinsic and intrinsic motivation of the students and modifying the centers of interest of students from quantitative aspects to other, qualitative ones., I+D+i OTRI-Universidad de Granada CNT-4315

Purpose: This study aims to analyze the effects of a flipped and gamified program on the autonomy, competence, relation with others, satisfaction/enjoyment, intrinsic and extrinsic motivation, and boredom of students of Physical Education. Method: The study used a control group and an experimental group to compare pretest and posttest data in both of them. Instruments used were the Basic Psychological Needs in Exercise Scale, Sport Motivation Scale, and Sport Satisfaction Instrument, all of them validated in academic literature. Results: On one hand, data indicated that autonomy has been increased with the application of these teaching methodologies. On the other hand, students’ satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning. Finally, with all dimensions, it seems that academic performance has been improved, although not in a significative way. Discussion/Conclusion: Results of the study provide to educational researchers valuable information for a better understanding of how flipped learning and gamification influence personal performance of Physical Education students.

espanolEl estudio se centra en analizar el alcance de dos enfoques metodologicos para comprobar su incidencia en diversos indicadores academicos. El diseno experimental es de caracter cuantitativo, descriptivo y correlacional. El estudio incluye un grupo control y un grupo experimental en una muestra de 60 estudiantes universitarios espanoles. El grupo control ha seguido una metodologia formativa de indole tradicional, sin utilizacion de recursos tecnologicos. El grupo experimental ha desarrollado una accion pedagogica mediante aprendizaje invertido (flipped learning) apoyado en recursos clasicos como la radio y television. Para la recogida de datos se ha empleado un cuestionario que ha sido disenado y validado para esta investigacion. Los resultados reflejan que el grupo experimental ha obtenido mejores valoraciones en la colaboracion, motivacion, rol activo, interaccion, competencia digital y logros de aprendizaje, sobre el grupo control. Se concluye que la combinacion de flipped learning junto con medios retro innovadores resulta eficaz en la mejora de indicadores academicos en educacion superior EnglishThis study focuses on analyzing the scope of two methodological approaches to verify their impact on various academic indicators. The experimental design is quantitative, descriptive, and of correlational character. The study is composed of a control and an experimental group from a sample of 60 Spanish university students. The control group followed a traditional training methodology without the use of technological resources. The experimental group developed a pedagogical action through flipped learning that was supported with classical resources such as radio and television. A questionnaire was designed and validated for data collection. The results showed that the experimental group obtained better evaluations than the control group in the following indicators: collaboration, motivation, active role, interaction, digital competence, and learning achievements. It is concluded that combining flipped learning with retro-innovative media is effective for improving academic indicators in higher education.

The &ldquo, bring your own device&rdquo, (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium&ndash, high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups&rsquo, assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the e ectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students.

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group, 2 experimental groups) that followed different formative actions (control group&mdash, traditional, experimental groups&mdash, escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

The education cooperatives emerged as a kind of alternative education centre facing the supremacy of the state and private centres. The cooperatives are considered the best education entities for receiving a quality service in the field of education. The purpose of this research is to know the influence of the gender and the work life of the teachers in relation to the leadership of these professionals who occupy managerial positions. The research method used is a descriptive and correlational one, with a quantitative analysis of the data obtained taking a sample that includes the whole number of teachers who form the education cooperatives of the Autonomous City of Ceuta. In order to know the relation among variables, the Chi-square Test was applied and in the cases where a relation exists, Phi and Cramer’s V Test was applied. The results were significant regarding the gender andthe years of service of the teachers with respect to the leadership phenomenon in the managers of these education centres. They show that the variable of gender as well as the years they worked are not determining so as to develop an effective role. Nevertheless, the first one affects the assessment of the carried out management. Las cooperativas de enseñanza surgen como un tipo de centro educativo alternativo, frente a la supremacía de los centros públicos y privados. Las cooperativas son consideradas las mejores entidades educativas para recibir un servicio de calidad en el ámbito de la educación. El propósito de esta investigación es conocer la influencia del género y la vida laboral de los docentes en relación con el liderazgo de estos profesionales que ocupan cargos directivos. El método de investigación empleado sigue un modelo descriptivo y correlacional, con un análisis cuantitativo de los datos que han sido obtenidos a partir de una muestra que abarca la totalidad de docentes que componen las cooperativas de enseñanza de Ciudad Autónoma de Ceuta. Para conocer la relación entre variables se ha aplicado la prueba de Chi-Cuadrado y en los casos que hay relación se ha aplicado la prueba Phi y V de Cramer, obteniendo resultados significativos sobre el género y los años de antigüedad de los docentes en referencia al fenómeno del liderazgo en los directivos de estos centros educativos, demostrando que tanto la variable género como los años trabajados no son determinantes para la función directiva eficaz, sin embargo, la primera si influye en la valoración de la gestión realizada.

El artículo se propone la medición del impacto científico sobre legislación cooperativa educacional en la base de datos de Google Scholar. Se realiza un estudio bibliométrico de la literatura siguiendo un método cuantitativo con análisis descriptivo. Se ha manejado una muestra de 298.900 documentos, hallados mediante términos de consulta con operadores booleanos. Se ofrece una síntesis del marco legislativo así como la concepción de autores de este campo de conocimiento. Se concluye que el idioma predominante es el español. El operador booleano AND ha ofrecido una mayor precisión en la búsqueda. En la última década se ha originado el 55,67% de la producción total, siendo la revista Revesco la que mayor producción ha efectuado de las revistas especializadas analizadas.

Critical and reflective thinking is a necessary characteristic of the teacher in the present context. Based on observation and experience as teachers at the Institute of Education Sciences of Benguela, University of Katyavala Buíla, we see that the teaching of history in the Degree in Teaching History contributes little to the development of critical and reflective thinking. This is a very relevant aspect if we consider the need to train good critical and reflective teachers who are able to promote critical thinking in their students in a way that questions the different social contexts. The study presented here consisted in analyzing critical-reflexive thinking through the teaching of history. Non-participant observation and a questionnaire were used for this purpose. The information gathered showed that the respondents point to a low contribution of the teaching of history to the development of critical and reflective thinking. In this way, new methodological strategies need to be adapted in order to promote skills such as: analysis, criticism, reflection, reasoning and understanding of problems in a historical setting.

Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of &ldquo, flipped learning&rdquo, and &ldquo, gamification&rdquo, as teaching models, after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students&rsquo, learning processes, in their achievements, and in their enthusiasm.