From face-to-face to virtual education in university teaching
DOI:
https://doi.org/10.37467/revhuman.v11.3978Keywords:
Online learning, Inverted class, Didactic, Digital skills, Teacher training, Educational research, Active methodAbstract
The inverted class is a dynamic and motivating method of work for teachers and students alike. The objective of this research was to identify the initial and continuing education of new digital skills teachers. To this end, a quantitative questionnaire with a Likert rating scale (1-5) has been developed and validated, and thirty elements divided into two parts. The results show the positive evaluation of participants in the study to invest university education with a hands-on approach and, in conclusion, promote the development of various educational tools on online platforms.
References
Aguilera, C., et al. (2017). El modelo Flipped Classroom. International Journal of Developmental and Educational Psychology, 4(1), 261-266. https://doi.org/10.17060/ijodaep.2017.n1.v4.1055
Albert, M., & Beatty, B. J. (2015). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89, 419-424. https://doi.org/10.1080/08832323.2014.929559
Artal, J. S., Casanova, O., Serrano, R. M., & Romero, E. (2017). Dispositivos móviles y Flipped Classroom. Una experiencia multidisciplinar del profesorado universitario. Edutec. Revista Electrónica De Tecnología Educativa, 59, a355. https://doi.org/10.21556/edutec.2017.59.817
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington, DC: International Society for Technology in Education.
Blakemore, T., & Agllias, K. (2020). Social media, empathy and interpersonal skills: social work students’ reflections in the digital era. Social Work Education, 39(2), 200-213. https://doi.org/10.1080/02615479.2019.1619683
Cabi, E. (2018). The impact of the Flipped Classroom Model on students’ academic achievement. International Review Of Research In Open And Distributed Learning, 19(3), 202-221. http://dx.doi.org/10.19173/irrodl.v19i3.3482
Creswell, J. W., & Guetterman, T. C. (2018). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Upper Saddle River: Pearson Education.
Del Arco, I., Flores, O., & Silva, P. (2019). El desarrollo del modelo flipped classroom en la universidad: impacto de su implementación desde la voz del estudiantado. Revista de Investigación Educativa, 37(2), 451-469. https://doi.org/10.6018/rie.37.2.327831
Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
Dickenson, P. (2016). The flipped classroom in a hybrid teacher education course: Teachers’ self-efficacy and instructors’ practices. Journal of Research in Innovative Teaching, 9(1), 78-89.
Fernández, F. J., Fernández, M. J., & Rodríguez, J. M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos. Educación XXI, 1, 395-416. https://doi.org/10.5944/educxx1.17907
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
Gaughan, J. E. (2014). The Flipped Classroom in World History. History Teacher, 47(2), 221-244.
Girmen, P., & Kaya, M. F. (2019). Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games. International Journal of Instruction, 12(1), 555-572. https://doi.org/10.29333/iji.2019.12136a
Gnatyshina, E. V., & Salamatov, A. A. (2017). Digitalization and Formation of Digital Culture: Social and Educational Aspects. Bulletin of the Chelyabinsk State Pedagogical University, 8, 19-24. https://doi.org/10.15405/epsbs.2019.12.04.146
Gómez, M., Roses, S., & Farias, P. (2012). El uso académico de las redes sociales en universitarios. Comunicar. Revista científica iberoamericana de comunicación y educación, 38, 131-138. https://doi.org/10.3916/C38-2012-03-04
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behaviour, 57, 250-260. https://doi.org/10.1016/j.chb.2015.12.022
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71. https://doi.org/10.1016/j.learninstruc.2016.07.001
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Karalis, T., & Raikou, N. (2020). Teaching at the times of Covid-19: inferences and implications for higher education pedagogy. International Journal of Academic Research in Business and Social Sciences, 10(5), 479-493. http://dx.doi.org/10.6007/IJARBSS/v10-i5/7219
Keengwe, J., & Onchwari, G. (2016). Handbook of research on Active Learning and the Flipped Classroom Model in the Digital Age. Hershey. PA: IGI Global.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. http://doi.org/ 10.1016/j.compedu.2014.05.009
Kosnik, C., Beck, C., & Goodwin, A. L. (2016). Reform efforts in teacher education. En J. Loughran & M. L. Hamilton (Eds.), International Handbook of Teacher Education (pp. 267-308). Singapore: Springer.
Lage, M. J, Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31, 30-43. https://doi.org/10.2307/1183338
Leem, J. (2016). Teaching and learning strategies for flipped learning in higher education: A case study. Journal of Educational Technology, 32(1), 165-199.
Martínez, R., & Ruiz, M. (2020). Improving students’ satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3), 1-8. https://doi.org/10.1016/j.ijme.2020.100422
Mayordomo, R. M., & Onrubia, J. (2015). Work coordination and collaborative knowledge construction in a small group collaborative virtual task. The Internet and Higher Education, 25, 96-104. https://doi.org/10.1016/j.iheduc.2015.02.003
Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teacher. Teaching and Teacher Education, 66, 158-170. https://doi.org/10.1016/j.tate.2017.04.010
Molina, M. P. (2021a). Methodological Training and Virtual Skills of University Students. Astra Salvensis, 9(17), 191-199.
Molina, M. P. (2021b). La enseñanza virtual y el aula invertida (Flipped Classroom) en la formación del profesorado de didáctica de las ciencias sociales. En S. Alonso et al., (Coords.), Investigación educativa en contextos de pandemia (pp. 233-242). Madrid: Dykinson.
Moreno, A. J., Soler, R., Marín, J. A., & López, J. (2021). Flipped learning y buenas prácticas docentes en educación secundaria. Comunicar, 68(29), 107-117. https://doi.org/10.3916/C68-2021-09
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
Onrubia, J. (2007). Las tecnologías de la información y la comunicación como instrumento de apoyo a la innovación de la docencia universitaria. Revista Interuniversitaria de Formación del Profesorado, 21, 21-36.
Sawyer, R. K. (2017). Teaching creativity in art and design studio classes: A systematic literature review. Educational Research Review, 22, 99-113. https://doi.org/10.1016/j.edurev.2017.07.002
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43-53. https://doi.org/10.5204/ssj.v8i2.381
Sosa, M. J., Guerra, J., & Cerezo, M. (2021). Flipped classroom in the context of Higher Education: Learning, Satisfaction and Interaction. Education Sciences, 11(8), 416. https://doi.org/10.3390/educsci11080416
Suprayogi, M. N., Valcke, M., & Godwin R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. https://doi.org/10.1016/j.tate.2017.06.020
Tasshakori, A., Johnson, B. R., & Teddlie, C. (2021). Foundations of Mixed Methods Research. Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Thousand Oaks: Sage Publications.
Tourón, J., Santiago, R., & Díez, A. (2014). The Flipped Classroom: Cómo convertir la escuela en un espacio de aprendizaje. Barcelona: Digital-text.
Tourón, J., & Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela. Revista de Educación, 368, 196-231. https://doi.org/10.4438/1988-592X-RE-2015-368-288
Urbina, S., et al. (2015). Flipped classroom a través de videoconferencia. Un proyecto de innovación docente. Campus virtuales, 4(2), 60-65.
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
