Blended learning through the flipped classroom: teaching experiences at the university
Blended learning is popularized in higher-level education (Bartolomé Pina, García Ruiz y Aguaded, 2018; Martín García, Sánchez Gómez y Costa, 2019), and in the flipped classroom (Coufal, 2014; Lucena, Díaz, Rodríguez y Marín, 2019), teachers need to adapt their practices and transform both the conte...
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/37678 |
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I10-R378-article-376782022-05-21T15:34:56Z Blended learning through the flipped classroom: teaching experiences at the university Blended learning a través del modelo de aula invertida: experiencias de prácticas en el nivel superior Morán, Lourdes flipped classroom, teaching practice, educational technologies, qualitative research aula invertida; práctica de la enseñanza; tecnologías educativas; investigación cualitativa Blended learning is popularized in higher-level education (Bartolomé Pina, García Ruiz y Aguaded, 2018; Martín García, Sánchez Gómez y Costa, 2019), and in the flipped classroom (Coufal, 2014; Lucena, Díaz, Rodríguez y Marín, 2019), teachers need to adapt their practices and transform both the content design and the evaluation of learning. The transformation of the pedagogical proposal requires thinking about new teaching practices. This work presents the results of a research on the decisions and teaching actions in flipped classroom proposals at higher level education. Decisions and actions about content design, methodology and evaluation were studied. The didactic processing of the content, the centrality of the student's activity, learning with strong communicative aspects and formative evaluation are the most important axes of the experiences analyzed. These axes allow us to think about the configuration of teaching in educational settings. El blended learning es un modelo de configuración de la enseñanza que se extiende en el nivel superior (Bartolomé Pina, García Ruiz y Aguaded, 2018; Martín García, Sánchez Gómez y Costa, 2019). Bajo la modalidad de aula invertida (Coufal, 2014; Lucena, Díaz, Rodríguez y Marín, 2019) requiere que los docentes adecúen sus prácticas. Desde el diseño del contenido hasta la evaluación de los aprendizajes, esta propuesta pedagógica implica repensar las prácticas de la enseñanza. El presente trabajo expone los resultados de una investigación que aborda las decisiones y acciones acerca del diseño, la metodología y la evaluación que se realizan en propuestas de aula invertida en el nivel superior. El procesamiento didáctico del contenido, la centralidad de la actividad del estudiante, el aprendizaje con fuertes aspectos comunicativos y la evaluación formativa se constituyen en las dimensiones fundamentales de una modalidad mixta que contribuyen a la transformación de los escenarios educativos. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2022-05-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/vesc/article/view/37678 10.60020/1853-6530.v13.n25.37678 Virtuality, Education and Science; Vol. 13 No. 25; 9-31 Virtualidad, Educación y Ciencia; Vol. 13 Núm. 25; 9-31 1853-6530 10.60020/1853-6530.v13.n25 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/37678/37693 https://revistas.unc.edu.ar/index.php/vesc/article/view/37678/37694 https://creativecommons.org/licenses/by-nc/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-378 |
| container_title_str |
Virtualidad, Educación y Ciencia |
| language |
Español |
| format |
Artículo revista |
| topic |
flipped classroom, teaching practice, educational technologies, qualitative research aula invertida; práctica de la enseñanza; tecnologías educativas; investigación cualitativa |
| spellingShingle |
flipped classroom, teaching practice, educational technologies, qualitative research aula invertida; práctica de la enseñanza; tecnologías educativas; investigación cualitativa Morán, Lourdes Blended learning through the flipped classroom: teaching experiences at the university |
| topic_facet |
flipped classroom, teaching practice, educational technologies, qualitative research aula invertida; práctica de la enseñanza; tecnologías educativas; investigación cualitativa |
| author |
Morán, Lourdes |
| author_facet |
Morán, Lourdes |
| author_sort |
Morán, Lourdes |
| title |
Blended learning through the flipped classroom: teaching experiences at the university |
| title_short |
Blended learning through the flipped classroom: teaching experiences at the university |
| title_full |
Blended learning through the flipped classroom: teaching experiences at the university |
| title_fullStr |
Blended learning through the flipped classroom: teaching experiences at the university |
| title_full_unstemmed |
Blended learning through the flipped classroom: teaching experiences at the university |
| title_sort |
blended learning through the flipped classroom: teaching experiences at the university |
| description |
Blended learning is popularized in higher-level education (Bartolomé Pina, García Ruiz y Aguaded, 2018; Martín García, Sánchez Gómez y Costa, 2019), and in the flipped classroom (Coufal, 2014; Lucena, Díaz, Rodríguez y Marín, 2019), teachers need to adapt their practices and transform both the content design and the evaluation of learning. The transformation of the pedagogical proposal requires thinking about new teaching practices. This work presents the results of a research on the decisions and teaching actions in flipped classroom proposals at higher level education. Decisions and actions about content design, methodology and evaluation were studied. The didactic processing of the content, the centrality of the student's activity, learning with strong communicative aspects and formative evaluation are the most important axes of the experiences analyzed. These axes allow us to think about the configuration of teaching in educational settings. |
| publisher |
Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/vesc/article/view/37678 |
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2024-09-03T23:11:33Z |
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2024-09-03T23:11:33Z |
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1809218371625943040 |