000101262 001__ 101262
000101262 005__ 20220908120519.0
000101262 0247_ $$2doi$$a10.1108/ITSE-08-2020-0137
000101262 0248_ $$2sideral$$a123830
000101262 037__ $$aART-2021-123830
000101262 041__ $$aeng
000101262 100__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Coscuellula, Cecilia$$uUniversidad de Zaragoza
000101262 245__ $$aFlipped classroom model before and during covid-19: using technology to develop 21st century skills
000101262 260__ $$c2021
000101262 5060_ $$aAccess copy available to the general public$$fUnrestricted
000101262 5203_ $$aPurpose – The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the
transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach – For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings – On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their
personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value – Education and learning have the need to respond to the different educational and
training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.
000101262 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000101262 592__ $$a0.618$$b2021
000101262 594__ $$a4.6$$b2021
000101262 593__ $$aEducation$$c2021$$dQ2
000101262 593__ $$aComputer Science (miscellaneous)$$c2021$$dQ2
000101262 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000101262 700__ $$aSuarez, Cristina
000101262 700__ $$aQuiroga, Sonia
000101262 700__ $$0(orcid)0000-0001-5596-1018$$aSobradiel-Sierra, Natalia$$uUniversidad de Zaragoza
000101262 700__ $$0(orcid)0000-0002-0100-1449$$aLozano Blasco, Raquel$$uUniversidad de Zaragoza
000101262 700__ $$0(orcid)0000-0002-9140-2974$$aRodríguez-Martínez, Ana$$uUniversidad de Zaragoza
000101262 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000101262 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000101262 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000101262 773__ $$g18, 2 (2021), 189-204$$tInteractive Technology and Smart Education$$x1758-8510
000101262 8564_ $$s190061$$uhttps://zaguan.unizar.es/record/101262/files/texto_completo.pdf$$yPostprint
000101262 8564_ $$s1751851$$uhttps://zaguan.unizar.es/record/101262/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000101262 909CO $$ooai:zaguan.unizar.es:101262$$particulos$$pdriver
000101262 951__ $$a2022-09-08-11:54:59
000101262 980__ $$aARTICLE