Flipped classroom model before and during covid-19: using technology to develop 21st century skills
Latorre-Coscuellula, Cecilia (Universidad de Zaragoza) ; Suarez, Cristina ; Quiroga, Sonia ; Sobradiel-Sierra, Natalia (Universidad de Zaragoza) ; Lozano Blasco, Raquel (Universidad de Zaragoza) ; Rodríguez-Martínez, Ana (Universidad de Zaragoza)
Resumen: Purpose – 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.
Idioma: Inglés
DOI: 10.1108/ITSE-08-2020-0137
Año: 2021
Publicado en: Interactive Technology and Smart Education 18, 2 (2021), 189-204
ISSN: 1758-8510
Factor impacto CITESCORE: 4.6 - Social Sciences (Q1) - Computer Science (Q2)
Factor impacto SCIMAGO: 0.618 - Education (Q2) - Computer Science (miscellaneous) (Q2)
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2022-09-08-11:54:59)
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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.
Idioma: Inglés
DOI: 10.1108/ITSE-08-2020-0137
Año: 2021
Publicado en: Interactive Technology and Smart Education 18, 2 (2021), 189-204
ISSN: 1758-8510
Factor impacto CITESCORE: 4.6 - Social Sciences (Q1) - Computer Science (Q2)
Factor impacto SCIMAGO: 0.618 - Education (Q2) - Computer Science (miscellaneous) (Q2)
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2022-09-08-11:54:59)
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Este artículo se encuentra en las siguientes colecciones:
Articles > Artículos por área > Métodos de Investigación y Diagnóstico en Educ.
Articles > Artículos por área > Psicología Evolutiva y de la Educación
Articles > Artículos por área > Didáctica y Organización Escolar
Record created 2021-04-12, last modified 2022-09-08