La “clase inversa” al servicio de una asignatura de estadística más inclusiva

Zusammenfassung

This work explains how a “flipped classroom” experience was carried out in the “Probability” part ofthe Statistics subject of the 1st year of the Degree in Computer Engineering in Information Systems atPablo de Olavide University. To put this action into practice, the teachers prepared resources with sub-titles, translation into sign language and following the recommendations in the preparation of materialsfrom the perspective of easy reading. Specifically, the teachers produced as many training capsules,discussion forums and many self-assessment questions in the virtual classroom of the subject, as partsin which they divided the topic of “Probability”. The methodology of the teaching-learning process con-sisted in the fact that the students worked on these tools before going to class, so that the face-to-facetime in the classroom with the teachers was of quality to attend to the special needs of educationalattention of the students with functional diversity. Data on the active participation of the students in theaction are presented, as well as the average grade of the attempts that were allowed in the self-as-sessment part.