Digital Transformation and the Flipped Classroom Model: Impact of the Digital Environment on Formative Assessment

Abstract

The purpose of this research was to evaluate the impact of the digital environment on formative assessment of a flipped classroom model as part of the digital transformation in education at a university in southern Sonora. This allows for identifying the effects of feedback processes and improving students' overall learning. To this end, a quantitative study was developed. The design was non-experimental, correlational, and cross-sectional, where the variables to be related were formative assessment and the digital environment. The subjects of the study were first- and fourth-term graduate students at a public autonomous university in southern Sonora. The study sample was a non-probabilistic convenience quota sample. The procedure followed for the development of the research was the application of the instrument, subsequently the data was collected, the reliability of the instrument was determined and finally the results of the study were analyzed and discussed, where it was found that formative evaluation is affected by the digital environment, which leads to the more they use virtual spaces through the use of platforms and applications that allow interaction between teachers and students, which positively affects the comprehensive feedback process to improve learning.