000120931 001__ 120931
000120931 005__ 20240319081006.0
000120931 0247_ $$2doi$$a10.1007/s10209-022-00945-0
000120931 0248_ $$2sideral$$a130995
000120931 037__ $$aART-2022-130995
000120931 041__ $$aeng
000120931 100__ $$0(orcid)0000-0002-6873-0996$$aSein-Echaluce, María Luisa$$uUniversidad de Zaragoza
000120931 245__ $$aFlipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes
000120931 260__ $$c2022
000120931 5060_ $$aAccess copy available to the general public$$fUnrestricted
000120931 5203_ $$aThis article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.
000120931 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2020-118345RB-I00
000120931 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000120931 590__ $$a2.4$$b2022
000120931 592__ $$a0.75$$b2022
000120931 591__ $$aERGONOMICS$$b11 / 16 = 0.688$$c2022$$dQ3$$eT3
000120931 593__ $$aComputer Networks and Communications$$c2022$$dQ2
000120931 591__ $$aCOMPUTER SCIENCE, CYBERNETICS$$b17 / 24 = 0.708$$c2022$$dQ3$$eT3
000120931 593__ $$aSoftware$$c2022$$dQ2
000120931 593__ $$aInformation Systems$$c2022$$dQ2
000120931 593__ $$aHuman-Computer Interaction$$c2022$$dQ2
000120931 594__ $$a7.2$$b2022
000120931 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000120931 700__ $$aFidalgo Blanco, Ángel
000120931 700__ $$aBalbín, Ana María
000120931 700__ $$aGarcía Peñalvo, Francisco José
000120931 7102_ $$12005$$2595$$aUniversidad de Zaragoza$$bDpto. Matemática Aplicada$$cÁrea Matemática Aplicada
000120931 773__ $$g[13 pp] (2022)$$pUnivers. access inf. soc.$$tUNIVERSAL ACCESS IN THE INFORMATION SOCIETY$$x1615-5289
000120931 8564_ $$s969347$$uhttps://zaguan.unizar.es/record/120931/files/texto_completo.pdf$$yVersión publicada
000120931 8564_ $$s2200442$$uhttps://zaguan.unizar.es/record/120931/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000120931 909CO $$ooai:zaguan.unizar.es:120931$$particulos$$pdriver
000120931 951__ $$a2024-03-18-14:38:10
000120931 980__ $$aARTICLE