Implementación Pedagogía Flipped Classroom adaptada para una modalidad semipresencial en una carrera técnico profesional
[EN] This communication reviews the main challenges experienced by the School of Information Technology and Telecommunications of the Technical Professional Institute Duoc UC, Chile, while incorporating flexibility in their programs, formulating a blended format of the same curriculum traditionally...
| Autores: | , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/94328 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/94328 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa Semipresencial Flipped classroom Flexibilidad |
| Sumario: | [EN] This communication reviews the main challenges experienced by the School of Information Technology and Telecommunications of the Technical Professional Institute Duoc UC, Chile, while incorporating flexibility in their programs, formulating a blended format of the same curriculum traditionally offered. This challenge, brought a thorough review and critique of current teaching strategies curriculum of the school, and therefore decide to what should be the teaching strategy appropriate to the times and current context. From that analysis, the ideation of a blended format considered a Flipped Classroom methodology, resulting in a model with features of self-learning supported in a virtual learning environment, which enhances the active and social learnings of the student through the Educational Technology available. In addition, it was reviewed the challenges of instructional production to fulfill this ideation, and academic results have been observed in students under this modality compared to students in traditional format using the same final assessment instruments at the end of the courses |
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