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Educational synergies
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Flipped classroom and favoring
motivational and metacognitive
development in middle and high school
students.
Aula invertida y favorecimiento del desarrollo motivacional
y metacognitivo en estudiantes de educación media y
superior
María Cristina Chamicero Murcia
*
Luz Stella Fajardo Segura*
Lorena Franco Insuasty*
Elquin Eduar Mejia Loaiza*
Francisco Conejo Carrasco*
Abstract
This research sought to analyze the incidence of the Flipped classroom
strategy in favoring the motivational and metacognitive development of
middle and high school students from three educational institutions in the
cities of Ibagué, Zipaquirá and Cali. For this purpose, a qualitative
methodology was used, having an exploratory, descriptive and
correlational scope, and an interpretative and comparative approach. Data
collection was achieved by means of a questionnaire to students, a semi-
structured interview to teachers and documentary review; these
Dr.C, Corporación Universitaria Minuto de Dios,
Bogota, Colombia, machrysti@hotmail.com,
https://orcid.org/0000-0003-2333-1518
Dr. C, Corporación Universitaria Minuto de Dios,
Bogota, Colombia, lusfajase@hotmail.com
https://orcid.org/0000-0001-8398-3855
Dr. C, Corporación Universitaria Minuto de Dios,
Bogota, Colombia, frankolorena@gmail.com,
https://orcid.org/0000-0002-7932-1397
Tutor Master's Degree in Education, Corporación
Universitaria Minuto de Dios UNIMINUTO, Bogota,
Colombia, elkin.mejia@uniminuto.edu
https://orcid.org/0000-0001-7295-4151
Dr. C, Corporación Universitaria Minuto de Dios,
Bogotal Colombia, francisco.conejo@uniminuto.edu,
https://orcid.org/0000-0002-3490-1937
Article
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instruments were validated by means of expert judgment and piloting. The
data analysis was carried out by means of categorical analysis matrices,
using the Excel tool, which allowed an open codification of the data, to
later identify recurrences and tendencies of the emerging and final
findings; it was obtained that the flipped classroom enhances the
motivational and metacognitive development in these students, activating
in them interest, sense of participation, collaborative work and autonomy;
this because the flipped classroom allows them a leading role in the
construction of knowledge, assuming a very active role in their learning.
Key words: flipped classroom, self-regulation, cognition, blended
learning, motivation.
Introduction
This research presented a problematization focused on improving
educational efficiency in favor of motivational and metacognitive
development, applying an flipped classroom strategy. Escanero
(2019) refers that it integrates technology to academic activities
through adequate structuring of technological tools and resources,
(p. 45); favoring education through digital environments that, in turn,
contribute to student self-regulation and development of conscious
and reflective thinking about their learning process. Fuenzalida et al.
(2020) consider that the progress in these interactive activities that
occur in flipped classroom, presents a relationship between clear
orientation with constructivist, dynamic and collective learning,
through personal and self-regulated commitment of the student in the
construction of their knowledge.
The objective was to analyze the incidence of the flipped classroom
strategy in favoring the motivational and metacognitive
development of middle and high school students in three educational
institutions in Ibagué, Zipaquirá and Cali, formulating as specific
objectives: To identify and apply pedagogical strategies of flipped
classroom oriented to the favoring of motivational and
metacognitive development in middle and higher education students;
To determine factors that affect motivational and metacognitive
development of students, in their blended learning processes through
the Flipped classroom ; To describe motivational and metacognitive
processes that students manage to develop from applying
pedagogical strategies of Flipped classroom .
Subsequently, faced with the need to undertake a research process
that led to the research question "What is the incidence of the flipped
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classroom in the increase of motivational and metacognitive
development of the students under study?", it is stated that this
research is of great importance since the flipped classroom as a
virtual space, favors the development and self-regulated training in
various interactions between students and teachers. The problems
caused by the low level of learning in students, face-to-face and
blended mode, lead to think of a viable solution: implementation of
the flipped classroom as a pedagogical strategy to favor learning
motivation and metacognitive capacity, essential in self-regulation
of learning, allowing teachers to have flexible time to create student-
centered environments for optimal learning, transferring activities
that are performed daily in the classroom to a virtual platform, where
each student performs actions proposed according to their abilities,
time, objectives and learning pace; Understanding that the
organization of their own time, investment of dynamics and critical
autonomy, will allow them to develop skills outside the academic
environment, replicated in their social environment. Based on the
fact that the expected results on self-regulated learning will be the
basis throughout their education.
With the implementation of the Flipped classroom it is sought that
students develop reflective thinking for problem solving, and critical
thinking that generates autonomy, self-regulation of learning with
creativity, analysis and innovation, promoting new forms of
knowledge with an attitude of continuous learning in their self-
training, representing a paradigm shift in the definition of the
instructional process and establishment of goals and learning
outcomes, justifying the research, as it serves to support students
who, as a generality of today, fulfill various roles: students, workers,
parents, and that due to multiple occupations, attendance to face-to-
face classes are sporadic; thus resorting to this strategy, allowing
personalized teacher-student interaction, reinforcing knowledge,
clearing doubts and solving specific situations.
This research Chilingaryan & Zvereva (2017) convenient because
scientifically and methodologically it will serve as a basis for
teaching practice in which fundamental aspects for quality education
are integrated, allowing flexible, dynamic and interactive teaching-
learning processes that motivate students to the development of their
autonomy and metacognitive capacity linked to strategic thinking
and conscious and self-reflective processes in front of their learning.
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The qualitative methodology was applied with an exploratory,
correlational and descriptive scope, and a comparative,
phenomenological and interpretative approach. A simple random
sample was chosen, applying as instruments, a questionnaire to
students, a semi-structured interview to teachers and a documentary
review, whose reliability process was through expert judgment and
piloting. As for the expected results, it was found that the flipped
classroom significantly activated the motivation to learn; thanks to
its flexible methodology, students are more interested in carrying out
a deep, progressive and more meaningful blended learning. Thus, the
Flipped classroom encouraged self-learning outside the classroom
and contributed to forge autonomy, responsibility and metacognitive
awareness, turning them into active protagonists of their learning
process, since great academic responsibility is transferred to them;
this makes them feel important and motivates them to assume a more
proactive attitude in self-management of knowledge. It shows that
there is a close relationship between the flipped classroom and the
metacognitive development of students, since it provides an
environment that generates a dynamic and integrating correlation,
combining methodological processes of traditional education with
those of virtuality, making the students' autonomy more
externalized, mediated by technological resources and virtual
learning spaces. The Flipped classroom helped students to obtain
necessary information in times and places that do not require the
physical presence of the teacher or tutor; this is how an integral
approach was established that increased commitments and
interactions of students for the construction of their self-learning,
socializing it and integrating it to their own reality.
Materials and methods
The methodological procedure of analysis allowed guiding the
research in relation to the stated objectives, obtaining valid and
reliable results in total correspondence. The systematization process
was carried out by means of categorical analysis matrices using the
Excel tool, coding the data coming from each instrument, organizing
them by research categories and subcategories. This research used
qualitative methodology, in which students participate not as objects
of study but as subjects interpreting educational phenomena.
(Campillo-Serrano et al., 2013, p. 89), discovering and
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understanding the educational practice rather than explaining it and
allowed the analysis of strategies and activities proposed from the
Flipped classroom model as a didactic strategy of self-regulation of
learning in students of Bachelor's Degree in Early Childhood
Education, Uniminuto, Zipaquirá Regional Center; Bachelor's
Degree in Natural Sciences and Environmental Education,
Universidad Popular del Cesar, Ibagué Regional Center; and Carlos
Holmes Trujillo Educational Institution, Central Headquarters,
Santiago de Cali.
The qualitative approach is a reflection link between researchers and
participants (Dominguez et al., 2020), since the project focuses on
actions experienced by provoking descriptive techniques and
descriptive reviews: words of the subjects, oral or written and
observable behavior, (Dominguez & Vega, 2020). The scope of the
research was initially exploratory, taking into account what is
pointed out by Pacahuala et al., (2021) these studies allow to become
familiar with unknown phenomena, obtaining information about
conducting comprehensive research in special environments of life,
related to particular human behavior. (p. 35), determining variables
that influenced the Flipped classroom strategy, favoring the
motivational and metacognitive development of students in the
study. It is a correlational type of research that allows relating
variables, determining interconnections, analyzing if these variables
are really correlated, or if they vary simultaneously; this correlation
can be positive or negative, indicating tendencies; thus advancing
towards the answer found in the research work.
Subsequently, it was descriptive, which is important since this type
of study aims to describe situations and events in a given
phenomenon, measuring variables as accurately as possible, based
on knowledge of the area under investigation, after measuring one
or more properties of the phenomenon described. In addition, it had
a comparative approach, since the conclusions of the process
compared the results of the application of instruments to students and
teachers in the three institutions involved. Comparative studies seek
systematic comparisons of cases of analysis that, for the most part,
are applied for empirical generalization and hypothesis verification.
This was also a study with a phenomenological approach, aimed at
describing and interpreting fundamental structures of the lived
experience. Phenomenology comprises school realities, emphasizing
the practices of the actors of the formative process. Alemán et al.,
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(2020). It is necessary to indicate that it had an interpretative
approach, with a double interpretative process: it involves the way
in which human beings interpret the reality they socially construct;
and, it describes the way in which social scientists understand how
humans socially construct their realities, fulfilling a preponderant
role at the moment of extracting the most essential information
provided by the feelings of students and teachers. (Muñoz et al.,
2021, p. 48).
The sample comprised two groups of undergraduate students and
one group of 11th grade, simple random, composed of 8 subjects
from each study group. The field work in a qualitative research
refers to being in the place of the facts that lead to the research
through the application of instruments in the population under study
where, methodologically, after formulating the objectives and
choosing the data collection strategies, the process continues.
Initially, the data were systematized and analyzed for each
instrument and population group until obtaining the emerging
findings for each one; it should be remembered that the sample is
composed of students from two higher education programs
(Bachelor in Early Childhood Education - UNIMINUTO and
Bachelor in Natural Sciences and Environmental Education -
Universidad Popular del Cesar) and a group of high school students
(grade 11 - Carlos Holmes Trujillo Educational Institution, Central
Headquarters, Cali). Thus, data reduction by population group was
initially achieved by using processes such as identification of
recurrences or coincidence of answers, labeling and hierarchization
of emerging findings. Subsequently, the data were cross-referenced
in a unified matrix until the data were reduced to the final findings
in correspondence, first by research subcategories and then by main
categories. In addition, comparative analysis of the three study
sample groups was made. During the process of triangulation of
findings and theory, an interpretative analysis of discoveries was
allowed, in relation to the research frame of reference, generating an
exchange between data obtained in the answers of the questionnaire
for students and the semi-structured interview with teachers, bearing
in mind indicators that guided the analysis of results obtained in
relation to answers derived from each instrument applied, finally
expressing the comparative process and conclusions of the field
work. The data analysis was made on each research category:
Flipped classroom pedagogical strategies for motivational and
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metacognitive development; Factors affecting motivational and
metacognitive development in learning processes through the
Flipped classroom ; Motivational and metacognitive processes; and
Main contributions of the Flipped classroom to motivational and
metacognitive development in the context of higher education.
Results
We emphasize that this research uses a qualitative methodology
relevant to the subject, since it allows the analysis of actions
proposed from the flipped classroom model as a didactic strategy
for the enhancement of motivation for learning and the development
of the metacognitive capacity in middle and high school students of
three Colombian educational institutions. The data analysis was
made on each of the research categories: Flipped classroom
pedagogical strategies for motivational and metacognitive
development, Factors affecting motivational and metacognitive
development in learning processes through the Flipped classroom ,
Motivational and metacognitive processes.
The results are presented through each of the research categories and
subcategories.
Table 1. Research category: Flipped classroom pedagogical
strategies for motivational and metacognitive development.
Subcategory: Flipped classroom pedagogical strategies that
enhance motivation for learning.
Final findings
The active interaction with the resources
seen among the students through the
virtual platform in the asynchronous
meeting allows learning and
participation, achieving the formation of
teams to work together on the contents
in the virtual platform and receiving
active feedback among peers. It is
notorious that this type of group
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inverted classes activate in an important
way the motivation for learning.
The construction of shared knowledge,
the active preparation of students prior
to class and personalized feedback in the
virtual classroom, become traditional
basic steps in the academic process of
students that generate great motivation
for learning.
Guided or guided orientation and
documentation through the virtual
platform for the preparation and
participation in communicative spaces
for free opinion, debate, dialogue and
joint reflection, are pedagogical
strategies that significantly raise the
motivation for learning in these
students.
Subcategory: Flipped classroom pedagogical strategies that
enhance metacognitive capacity.
Final findings
The active and dynamic training through
active work, the resolution of everyday
life problems by the students provides
them with an orientation in training for
work, as well as the development of an
investigative and autonomous spirit.
Working and gathering information in a
team with a good participation in their
learning provides the student with
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Note. Table 1. Flipped classroom pedagogical strategies for
motivational and metacognitive development. Source: own
elaboration.
Regarding the first specific objective of this research, which sought
to identify and apply flipped classroom pedagogical strategies
oriented to favor motivational and metacognitive development in
these middle and high school students, it was found that strategies
such as the development of the group flipped classroom , the use of
the traditional flipped classroom and the debate flipped classroom ,
are the ones that stand out the most in this study population, as they
are the ones that most motivate them to learn and to develop their
metacognitive capacity. Among the flipped classroom strategies
identified and applied in the teaching-learning processes of these
middle and high school students, these are the ones that showed the
greatest enhancement of interest in learning, which allowed
activating more the impulse and desire in them to empower
themselves in their own learning process.
The development of strategies such as the inverted group class,
allowed these students to work on the contents in the virtual platform
and provide feedback to each other, generating synergies that give
them greater security and confidence, which allowed them to
activate their interest and experience learning with greater pleasure
and enjoyment; having the possibility of collective learning in which
these students feel that their contributions and opinions are important
greater autonomy and reflection for the
solution of problems.
Teamwork allows the student to develop
critical thinking and learning,
participatory, which motivates him/her
to overcome new challenges.
Learning to learn and the ability to learn
on one's own motivates the student and
to keep in mind how important it is to
get good grades.
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to others, makes them develop a much more positive concept of
themselves in relation to their capabilities.
Likewise, the inverted debate class, turns out to be a strategy that
activates motivational processes in these students under study, since
they have the possibility of previously recognizing all kinds of
audiovisual and multimedia resources that teachers propose to
arouse in them analysis and reflection that allows them to later
socialize and debate with their peers in synchronous spaces.
generating in students high academic effects, better understanding of
topics and concepts and greater willingness to pedagogical work,
feeling more motivated (Merla and Yánez, 2016, p. 74).
Similarly, the traditional flipped classroom is another strategy that
is still very attractive for these students under study, as it gives them
the opportunity to prepare for class beforehand and receive feedback
in the virtual classroom, generating in them greater interest and
desire to continue their learning process. The teacher provides a
series of topics through a video, an image or a text that the student
must consult and the class time is to confront, clarify, build, and
apply that theory in practice" (Krainer et al., 2017, p. 325).
Finally, it was evidenced that the flipped classroom facilitates the
development of self-directed learning strategies, since it provides
interactivity possibilities so that the student can "learn to learn"
achieving self-control and permanent monitoring of their learning
process. It was evidenced that the flipped classroom contributes to
the development of critical thinking skills, allowing these students
to establish learning objectives in a more leisurely manner. Skills
such as analysis, judgment, appreciation and communication
adjusted to critical thinking.
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Table 2. Research category: Factors affecting motivational and
metacognitive development in the learning processes through the
flipped classroom.
Subcategory: Internal factors for motivational and
metacognitive development in learning processes through the
flipped classroom.
Final findings
Academic
support in
situations of
illness and
personal
eventualities,
with the
provision of
specialized
pedagogical
materials and
resources for
autonomous
learning.
The availability of all kinds of teaching
materials and resources on virtual platforms
means that the teacher is no longer the main
source of knowledge, and the student takes a
much more active part in their academic
commitments, even having greater autonomy
in managing their time; something that benefits
them in situations of adversity (health
problems and all kinds of eventualities). This
possibility activates their motivation to learn
much more.
Possibility of
strategic pre-
recognition of
the lessons
uploaded on the
virtual
platforms.
The varied implementation of appropriate
materials in the virtual platform and the
exploration of the contents strengthen the
conceptual understanding and contribute to the
academic strengthening of the student. Having
the possibility of having the lessons previously
loaded on the platforms, allows them to think
strategically about how to face these lessons;
something that encourages them in their
learning.
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Possibility of
strategic
management by
students to
actively involve
their parents in
their learning
process.
When there is the possibility of integrating
parents in the learning process, the student
feels supported and acquires higher levels of
confidence and security, which translates into
motivation to learn.
Pedagogical
mediation of the
teacher in the
processes of
autonomy and
self-control of
students in
relation to their
learning.
When the teacher assumes the role of mediator,
providing tools for the student to assume a
much more protagonist position in the learning
process, and when he/she allows him/her
spaces to forge his/her autonomy, self-control
and awareness of his/her learning, his/her
metacognitive capacity increases and so do
his/her levels of motivation to learn.
Subcategory: External factors for motivational and
metacognitive development in learning processes through the
flipped classroom.
Final findings
Possibilities of
access to ICT
tools.
Having the technological resources and the
skills to manage them is indispensable for the
training process, since having the possibility of
access to ICTs favors motivation and the
metacognitive process.
Having access to ICT tools increases students'
autonomy in their own learning process, so that
they are able to relate problems to be solved
and skills to be developed with learning needs
and purposes, as well as to search for the
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necessary information, analyze it, generate
ideas to solve problems, draw conclusions and
establish the level of achievement of their
objectives.
Desire to learn
The innate feeling of self-improvement in the
student becomes a factor that drives him to
learn and motivates him to be an active
protagonist of his own learning process. Thus,
by becoming more empowered in their
processes, they are able to focus in a better way
in the approach and fulfillment of goals,
putting all their interest and curiosity to know
and learn, thus achieving a significant learning
articulated with critical and individual thinking
that encompasses their own interests.
Subcategory: Personal factors for motivational and
metacognitive development in learning processes through the
flipped classroom.
Final findings
Commitment
The importance of academic growth makes
them forge responsibility in what they propose,
giving importance to academic spaces, thus
achieving the fulfillment of their goals. When
students acquire an important level of
commitment, they become more involved in
their academic purposes, and by being more
immersed in these processes, their level of
motivation increases significantly.
Self-esteem
The reinforcement of positive thoughts in the
student, the positive valuation of what he/she
does, the affection he/she has for him/herself
and the concept he/she has of his/her
capabilities, reinforces self-esteem and gives
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him/her the strength to achieve what he/she
desires. The student configures a positive
image of himself in terms of his capabilities
and potential, acquires higher levels of security
and confidence, fundamental elements to
assume a more active position in his learning.
All this confidence and security becomes
motivation.
Will and
determination
The student's will and determination are
fundamental aspects to encourage him to work
on the fulfillment of his cognitive purposes in
a self-regulated manner. All the intention and
decision lead him to motivate himself towards
the fulfillment of his learning objectives.
Compliance with
standards
When a culture of compliance with agreements
and rules is generated in the student's social
environment, this has a positive impact on self-
discipline in their learning processes. This
makes them develop better planning,
organization and self-control of their academic
processes; aspects that have an important
influence on their level of responsibility. As
students feel empowered in their learning and
feel in control of it, their motivation increases
significantly.
Subcategory: Social factors for motivational and metacognitive
development in learning processes through the flipped
classroom.
Final findings
Close and empathetic relationships between
students and teachers generate the first positive
expectations in motivational and
metacognitive terms, since the closeness in
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Student-faculty
relations
their realities and feelings translate into
affection, motivation and empowerment in the
face of learning.
Selection of
friends inside
and outside the
Institution.
Friendships influence the student's
expectations, taking into account the affinity in
goals and dreams with their peers, within the
construction of identity. Expanding the circle
of friendship generates well-being and
motivation in the student, in addition to feeling
supported by others and having the possibility
of weaving learning in a network; not only in
academic matters, but in those of life itself.
Friendship circles become spaces for
cooperative and fraternal work.
Identity with the
Educational
Institution
The creation of attributes that guide students
forges bonds with the institution. When
students are able to connect with the
institutional mission, vision and objectives,
when they are able to internalize them and find
their meaning, they will certainly feel much
more motivated to learn and to actively take
charge of their learning; they will be able to
integrate themselves in a much more
participatory manner in all institutional affairs.
Note. Table 2. Research category: Factors affecting motivational and
metacognitive development in the learning processes through the
flipped classroom . Source: own elaboration
With regard to the second specific objective oriented to determine
the factors that influence the motivational and metacognitive
development of these middle and high school students in their
learning processes through the flipped classroom , it was obtained
with respect to the internal factors for motivational and
metacognitive development, where students express a sense of
motivation when determining that the flipped classroom , defined by
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Melo, et al (2010) as a pedagogical orientation in which direct
instructions mobilize from collective learning spaces to individual
student learning, having autonomy in the management of their study
time and permanent access to specialized pedagogical resources that
the teacher provides according to their special needs of the moment.
Thus, by linking this strategy to personal learning environments, we
undoubtedly obtain environments that generate dynamic and
integrating synergy combining advantages of both traditional
education and virtual learning, where the autonomy of the teacher
also becomes more evident, by delegating to their students processes
that they develop collaboratively and in a network. This motivated
them to develop autonomous processes and strategic self-control to
achieve their learning objectives.
Another internal factor is the prior strategic recognition of lessons
that are posted on the virtual platforms, allowing them greater
security and confidence in approaching the topics of their lessons.
The flipped classroom also allows the teacher to give a more
individualized treatment, covering all phases of the learning cycle:
knowledge, comprehension, application, analysis, synthesis and
evaluation.
The results showed that this method of inverted learning allowed
students to have a greater possibility of strategic management with
the active involvement of their parents in the learning processes as a
relevant motivational and metacognitive factor, feeling supported in
their processes of self-regulation and learning monitoring. The
participation of parents in the education of their children, research
shows its importance in educational achievements of students,
related between variables of family support in the pedagogical
environment and efficiency of academic performance Hortigüela et
al., (2017).
Teachers from pedagogical environments do not have the exclusivity
of learning; parents are a great way to help students learn in and from
different contexts. It is evident that the educational level of parents
is directly related to the academic performance of their children;
thus, the more years of education completed by parents, the more
and better the time of dedication they offer to their children students,
as well as the quality of supervision in their processes.
Another internal factor that influences the motivational and
metacognitive development of these students has to do with the
pedagogical mediation of the teacher so that they develop processes
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of autonomy and self-control of their learning. Some characteristics
of the teacher as a mediator in the autonomous and self-control
processes in his students are based on open communication, in the
consolidation of critical thinking and development of the
investigative spirit, aspects that are fundamental for the development
of autonomous, meaningful and collaborative learning.
In relation to the external factors that favor the motivational and
metacognitive development of these students, the importance of
providing, on the part of the family, adequate technological
resources that benefit them in the acquisition of their achievements
and fulfillment of academic objectives was found. It should be
emphasized that both teachers and students who lack such resources
for the development of their processes in the flipped classroom will
have difficulties for the adequate development of their academic
process.
It was found that ICT tools increase students' autonomy, allow them
access to the necessary information to analyze it, generate ideas to
solve problems, draw conclusions and establish the level of
achievement of their objectives. In the face of these external aspects,
it was noted that students have extrinsic motivations related to the
desire to overcome, to become testimonies of resilience, inspired by
the desire to transform those realities that exist in their social
environments.
As for the personal factors that most influenced their motivational
and metacognitive development, the level of commitment with
which the students assume their own academic process stands out.
Here the metacognitive capacity that is enhanced in these students
by means of the flipped classroom makes a lot of sense, since this
methodology leads them to be more autonomous and self-efficient.
On the other hand, it was found that aspects such as the level of self-
esteem is a determining factor for students to be motivated and
develop their metacognitive capacity. The fact that students are able
to act with greater autonomy over their own learning process, being
able to know and control the influence of their personal
characteristics such as self-esteem, provokes a sense of motivation
in the development of their metacognitive capacity.
The reinforcement of positive thoughts in the student, as well as the
positive valuation of what he/she does, the affection he/she has for
him/herself and the concept he/she has of his/her abilities, reinforces
self-esteem and gives him/her the strength to achieve what he/she
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desires, and all this confidence and security becomes, in turn,
motivation. In this sense, the flipped classroom allows diverse
communicative channels for the teacher to activate processes of
positive self-recognition in terms of self-image, self-esteem, among
others.
Other relevant factors according to the results obtained are related to
willpower and determination, fundamental aspects in the fulfillment
of their cognitive purposes in a self-regulated manner, improving
planning, organization and self-control. There is a close relationship
between motivation, learning and execution, influencing both
learning and what the student executes in his learning, increasing or
decreasing his motivation.
In relation to the social factors that most influenced motivational and
metacognitive development, it was observed that peer relationships
influence students' expectations and the construction of their
identity, weaving networks that provide them with well-being and
motivation. With respect to the level of potential development, it has
to do with what students are capable of achieving with the help of
their peers or mediating elements. The secret lies in teachers guiding
the work of the zone of potential development in their students with
the necessary elements for the progress of their learning.
Table 3. Research Category: Motivational and metacognitive
processes
Subcategory: Processes of learning motivation
Final findings
Increased interest in taking
responsibility for learning
and moving toward academic
success
The commitment to finish activities
on time, to keep up with academic
commitments, through good habits,
commitment, effort to keep up with
academic commitments and thus meet
personal goals. In the Flipped
classroom , the teacher as coach and
the student as protagonist of the
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learning process, make all these
processes are enhanced.
Greater enjoyment of the
academic process, due to the
conscious recognition of the
meaning of learning for life.
Awareness of the importance of what
is learned by putting it into practice in
the context of reality, fulfilling their
goals, becomes a motivational factor
of great importance.
Encouragement to learn at
your own pace and with self-
efficacy.
The development of reflective
thinking leads to students learning at
their own pace, strengthening the
assimilation, interpretation and
consolidation of knowledge with
clarity; something that has an impact
on their interest and desire to learn. In
this sense, the Flipped classroom is a
good ally, given its flexible blended
learning methodology.
Desire for self-improvement
The student as the builder of his own
learning, with will and determination,
sets out on his life project to improve
himself and transform the reality that
surrounds him; here the extrinsic
motivation that leads him to the
planning, follow-up and permanent
monitoring of his objectives is
evident.
Subcategory: Metacognitive processes
Final findings
Encouraging student
participation in their
learning
The student who assumes greater
responsibility for his or her academic
commitment is the main actor in the
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process, providing personalized,
participatory learning in order to
enhance teamwork. Here, the flipped
classroom plays a preponderant role
since it encourages both individual
and collaborative learning.
The student as an active
protagonist of his or her
learning process.
The committed student is dynamic
and contributes ideas from his
experience or acquired knowledge,
leaving aside his passivity. Assuming
the leading role in which the student
develops self-directional processes in
some cases and the teacher acts as a
coach and facilitator, leads to the
forging of autonomy, strategic
thinking and metacognitive
awareness.
Strategic monitoring and
self-monitoring in the
planning, organization and
time management processes.
The planning and organization of
activities helps to manage time and be
recursive in solving problems.
Definitely, the flipped classroom
helps to develop processes of self-
control, self-monitoring and
permanent self-monitoring.
Increased levels of autonomy
and assertiveness in decision
making
It is evident that the flipped classroom
leads the student to develop his
decision-making capacity, since it
transfers to him a large part of his
formative process, which demands
capacity for autonomy and self-
management.
Note Table 3. Research category: Research category: Motivational
and metacognitive processes. Source: own elaboration
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Another determining factor for motivational and metacognitive
development is the sense of relevance, which was achieved when
students felt identified with the institutional horizon, which
motivated them to learn in an active and participatory manner in all
academic processes. The Flipped classroom methodology in these
cases was an important ally for the institutions and teachers, since
through technological platforms and resources, institutional identity
can be strengthened.
With reference to the third specific objective aimed at Describing the
motivational and metacognitive processes that these middle and
higher education students manage to develop, from the application
of pedagogical strategies of the flipped classroom , it was evidenced
in the students that motivation is reflected when they assume
responsibilities and self-regulation that allows a better assimilation,
interpretation and consolidation of knowledge at their own pace of
learning, moving with determination towards the achievement of
their objectives.
Within the metacognitive processes that were evidenced in the
students when applying pedagogical strategies of the flipped
classroom , it was found that their sense of participation was
fostered, allowing spaces for interaction, free expression, debate and
the construction of shared knowledge. The fundamental aspect of
the model is to establish a match between the different types of
learning of a group of students that make up a class and the teacher's
teaching style.
Discussion
This research process indicated that the flipped classroom
methodology offered a deep ingredient of responsibility and
motivation of students in the appropriation of information to
transform it into knowledge. Taking into account these premises, the
students of the three groups studied, showed that they perceived
positively the benefits of the flipped classroom , finding that the
main contributions of the flipped classroom to the enhancement of
motivation for learning in these students of middle and higher
education, that the flipped classroom enhances the interest and sense
of participation, making them feel impulse and desire to learn
through interaction, work and collaborative construction, dialogic
spaces and debate with shared knowledge of opinion and free
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expression; process of an flipped classroom methodology that
provides all kinds of channels and technological resources for this
interactivity. Another of the main contributions is the place that the
flipped classroom gives to the student, turning him/her into an active
and empowered subject who assumes his/her protagonism in the
learning process, responsible for bringing his/her academic process
to a successful conclusion.
Regarding the main contributions of the flipped classroom to
metacognitive development, it was evidenced that it favored in them
autonomy, commitment, diligence and analysis, which allowed a
wide participation of students in activities planned in the classroom,
becoming aware of their weaknesses and strengths and generating
information analysis skills in an objective manner, always in search
of quality and the value of doing things well. With the application of
this methodology, the students under study became aware of and
regulated their own basic mental processes involved in their
cognition. One of the incidences in this aspect is that they
significantly improved their metacognitive skills when using the
flipped classroom , becoming aware of their learning, showing an
increase in strategic, conscious and self-reflective skills; that is, as
they learn with the application of this technique, the students
improve their metacognitive skills. It became evident that the flipped
classroom contributes to the development of their critical thinking
skills and facilitates progressive learning, establishing slower
learning objectives; in addition, it favors collaborative work, which
is fundamental to build knowledge from synergies among peers.
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