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Researcher in neurodevelopmental disorders and learning difficulties in children and adolescents.
Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.
Joshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability 2021, 13, 5336 .
AMA StyleJoshua Collado-Valero, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria, Rocío Lavigne-Cerván. Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. Sustainability. 2021; 13 (10):5336.
Chicago/Turabian StyleJoshua Collado-Valero; Gemma Rodríguez-Infante; Marta Romero-González; Sara Gamboa-Ternero; Ignasi Navarro-Soria; Rocío Lavigne-Cerván. 2021. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19." Sustainability 13, no. 10: 5336.
(1) Background: the objective of this study was to improve certain psycholinguistic and cognitive skills that are fundamental to the development of the reading process, such as phonological awareness, reading decoding, vocabulary and oral narrative comprehension, through the introduction of an Home Literacy Environment Active (HLE(A)) program that involved 54 participants enrolled in the first and second grades of elementary school (from 6 to 8 years old) in the city of Malaga area. (2) Methods: The central task of the intervention program was for the child to read aloud to an adult in the family for between 10 and 15 min, four days per week. In addition, the school students were evaluated on four occasions, at the beginning and end of each academic year, using the Batería de Evaluación de los Procesos Lectores Revisada, Test para la Detección de la Dislexia en niños and Escala Weschsler de Inteligencia instruments. (3) Results: the results demonstrated the efficacy of the HLE(A) program in the improvement of psycholinguistic and cognitive variables measured and, consequently, to an improvement in reading learning and cognitive development. Ultimately, the scientific literature on the subject and the data from the study led us to suggest that it would not only be beneficial for HLE(A) programs to be instituted in early childhood education stage (up to 6 years of age), but that they should be continued after age 6, in elementary education.
Marta Romero-González; Rocío Lavigne-Cerván; Marta Sánchez-Muñoz de León; Sara Gamboa-Ternero; Rocío Juárez-Ruiz de Mier; Juan Romero-Pérez. Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age. International Journal of Environmental Research and Public Health 2021, 18, 3085 .
AMA StyleMarta Romero-González, Rocío Lavigne-Cerván, Marta Sánchez-Muñoz de León, Sara Gamboa-Ternero, Rocío Juárez-Ruiz de Mier, Juan Romero-Pérez. Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age. International Journal of Environmental Research and Public Health. 2021; 18 (6):3085.
Chicago/Turabian StyleMarta Romero-González; Rocío Lavigne-Cerván; Marta Sánchez-Muñoz de León; Sara Gamboa-Ternero; Rocío Juárez-Ruiz de Mier; Juan Romero-Pérez. 2021. "Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age." International Journal of Environmental Research and Public Health 18, no. 6: 3085.
The aim of this study was to investigate the relationships between Theory of Mind (ToM), Working Memory (WM), and Verbal Comprehension (VC). Performance of these variables was evaluated in 44 elementary students (6–12 years) diagnosed with ADHD. Their performance in all variables was collected through the Neuropsychological Battery (NEPSY-II) and the Wechsler Intelligence Scale for Children IV. The results showed that fifty percent of the participants were below the 25th percentile in ToM and that this low performance was not related to age. In addition, analyses showed statistically significant relationships between WM, VC, and ToM. Analysis of the effect of WM and VC on ToM showed that only WM explained the variance in participant performance in ToM. These results led us to raise the need to include ToM among the skills to be stimulated in programs for the treatment of ADHD, accompanying other skills related to social adaptation that are usually included in such programs. Likewise, considering that ToM implies putting into practice skills such as considering different points of view, attending to relevant aspects of the context, making decisions, inferring mental states, and predicting behaviors, we believe that through the stimulation of ToM, WM would also be stimulated.
Rocío Lavigne; Antonia González-Cuenca; Marta Romero-González; Marta Sánchez. Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind. International Journal of Environmental Research and Public Health 2020, 17, 9286 .
AMA StyleRocío Lavigne, Antonia González-Cuenca, Marta Romero-González, Marta Sánchez. Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind. International Journal of Environmental Research and Public Health. 2020; 17 (24):9286.
Chicago/Turabian StyleRocío Lavigne; Antonia González-Cuenca; Marta Romero-González; Marta Sánchez. 2020. "Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind." International Journal of Environmental Research and Public Health 17, no. 24: 9286.