Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/173425 |
| Acceso en línea: | https://hdl.handle.net/2117/173425 https://dx.doi.org/10.3926/jotse.554 |
| Access Level: | acceso abierto |
| Palabra clave: | Flipped classrooms Active learning Educational innovations Project method in teaching Technology--Study and teaching Video-based Flipped-classroom Project-based Higher education on energy and technology Aprenentatge actiu Mètode de projectes Ensenyament -- Innovacions Tecnologia -- Ensenyament universitari Energia -- Ensenyament aula inversa Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge actiu Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge basat en problemes i projectes |
| Sumario: | The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a project-based learning setting can be a powerful tool to facilitate the shift from knowledge dissemination to knowledge appropriation. Besides, results show a high level of student's satisfaction and achievement during the course. The self-perceived competences obtained by the students during the course and those estimated qualitatively by the lecturer on the ground of the formative and summative evaluations reach far beyond those possible in a similar course with a traditional teaching approach |
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