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...

ver descrição completa

Detalhes bibliográficos
Autor: Torío, Herena
Tipo de documento: artigo
Data de publicação:2019
País:España
Recursos:Universitat Politècnica de Catalunya (UPC)
Repositório:UPCommons. Portal del coneixement obert de la UPC
Idioma:inglês
OAI Identifier:oai:upcommons.upc.edu:2117/173425
Acesso em linha:https://hdl.handle.net/2117/173425
https://dx.doi.org/10.3926/jotse.554
Access Level:Acceso aberto
Palavra-chave: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
id ES_ffbb01f073cfa59e061e02fe17a24b72
oai_identifier_str oai:upcommons.upc.edu:2117/173425
network_acronym_str ES
network_name_str España
repository_id_str
spelling Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher educationTorío, HerenaFlipped classroomsActive learningEducational innovationsProject method in teachingTechnology--Study and teachingActive learningVideo-basedFlipped-classroomProject-basedHigher education on energy and technologyAprenentatge actiuMètode de projectesMètode de projectesEnsenyament -- InnovacionsTecnologia -- Ensenyament universitariEnergia -- Ensenyamentaula inversaÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge actiuÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge basat en problemes i projectesThe 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 approachPeer ReviewedOmniaScience20192019-09-0120192019-12-03journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/2117/173425https://dx.doi.org/10.3926/jotse.554reponame:UPCommons. Portal del coneixement obert de la UPCinstname:Universitat Politècnica de Catalunya (UPC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 Internationalhttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:upcommons.upc.edu:2117/1734252026-05-27T15:37:01Z
dc.title.none.fl_str_mv Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
title Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
spellingShingle Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
Torío, Herena
Flipped classrooms
Active learning
Educational innovations
Project method in teaching
Technology--Study and teaching
Active learning
Video-based
Flipped-classroom
Project-based
Higher education on energy and technology
Aprenentatge actiu
Mètode de projectes
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
title_short Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
title_full Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
title_fullStr Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
title_full_unstemmed Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
title_sort Teaching as coaching: experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education
dc.creator.none.fl_str_mv Torío, Herena
author Torío, Herena
author_facet Torío, Herena
author_role author
dc.subject.none.fl_str_mv Flipped classrooms
Active learning
Educational innovations
Project method in teaching
Technology--Study and teaching
Active learning
Video-based
Flipped-classroom
Project-based
Higher education on energy and technology
Aprenentatge actiu
Mètode de projectes
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
topic Flipped classrooms
Active learning
Educational innovations
Project method in teaching
Technology--Study and teaching
Active learning
Video-based
Flipped-classroom
Project-based
Higher education on energy and technology
Aprenentatge actiu
Mètode de projectes
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
description 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
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-09-01
2019
2019-12-03
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/2117/173425
https://dx.doi.org/10.3926/jotse.554
url https://hdl.handle.net/2117/173425
https://dx.doi.org/10.3926/jotse.554
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
https://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv OmniaScience
publisher.none.fl_str_mv OmniaScience
dc.source.none.fl_str_mv reponame:UPCommons. Portal del coneixement obert de la UPC
instname:Universitat Politècnica de Catalunya (UPC)
instname_str Universitat Politècnica de Catalunya (UPC)
reponame_str UPCommons. Portal del coneixement obert de la UPC
collection UPCommons. Portal del coneixement obert de la UPC
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869425800869052416
score 15.300724

Registros relacionados