Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0106
M. Calafat, Ana Debón, M. D. Marín, Rosario Puertas, F. J. Ribal
- The labor market for business and management students demands computer skills that must be prepared in business schools. Business schools should identify the essential tools and skills necessary for the development of the profession. In this context, the Faculty of Business Administration and Management at the Universitat Politècnica de València means that degree students are always in contact with the appropriate technology and computer tools for each subject. The aim of this study is two-fold. Firstly, this study aims to collect the technical knowledge in the computer tools of the training in the degree on Gestión y Administración Pública (GAP) students learning process. Secondly, to analyze whether this knowledge fits the public and private sector demands.
商业和管理专业学生的劳动力市场需要计算机技能，这是商学院必须具备的技能。商学院应该确定职业发展所必需的基本工具和技能。在这方面，瓦尔政治大学工商管理和管理学院意味着，攻读学位的学生总是能够接触到每门学科的适当技术和计算机工具。这项研究的目的是双重的。首先，本研究旨在收集技术知识在计算机工具的培训在学位Gestión y Administración Pública (GAP)学生的学习过程。其次，分析这些知识是否符合公共和私营部门的需求。
{"title":"Una tarea para la escuela de negocios del siglo XXI: estudiantes computacionalmente competentes - [A task for business school in the 21st century: competent computationally students]","authors":"M. Calafat, Ana Debón, M. D. Marín, Rosario Puertas, F. J. Ribal","doi":"10.26754/cinaic.2021.0106","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0106","url":null,"abstract":"- The labor market for business and management students demands computer skills that must be prepared in business schools. Business schools should identify the essential tools and skills necessary for the development of the profession. In this context, the Faculty of Business Administration and Management at the Universitat Politècnica de València means that degree students are always in contact with the appropriate technology and computer tools for each subject. The aim of this study is two-fold. Firstly, this study aims to collect the technical knowledge in the computer tools of the training in the degree on Gestión y Administración Pública (GAP) students learning process. Secondly, to analyze whether this knowledge fits the public and private sector demands.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132774659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0036
Ricardo de Arriba Laso, Maximiliano Paredes-Velasco
- Emotions are a determining factor in learning, especially in the current pandemic situation. In this environment, students have been under high pressure, which can negatively affect their emotions during learning. Attitudes such as disconnection from the task and little autonomy have been aggravated. The idea of scaffolding is intended to help students carry out tasks that they would not be able to do on their own and gradually transfer responsibility for the resolution, which can have a positive impact on emotions. This article proposes a sustainable learning model with scaffolding integration and supported by the use of open platforms. The effectiveness and usability of this model have been evaluated with a group of students, as well as its influence on emotions. As main results, we can affirm that the scaffolding learning model, in this context, improves the acquisition of knowledge at different levels of Bloom's taxonomy, improves the emotional state of the student and reduces the perception of task difficulty. In addition, it has been observed that the perceptions (about task difficulty and scaffolding usefulness) are related to the emotions experienced by the students.
{"title":"Aplicación de andamiaje en un modelo de aprendizaje sostenible y su influencia en el estado emocional durante la COVID-19 - [Scaffolding in a sustainable learning environment and influence on emotions during COVID-19]","authors":"Ricardo de Arriba Laso, Maximiliano Paredes-Velasco","doi":"10.26754/cinaic.2021.0036","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0036","url":null,"abstract":"- Emotions are a determining factor in learning, especially in the current pandemic situation. In this environment, students have been under high pressure, which can negatively affect their emotions during learning. Attitudes such as disconnection from the task and little autonomy have been aggravated. The idea of scaffolding is intended to help students carry out tasks that they would not be able to do on their own and gradually transfer responsibility for the resolution, which can have a positive impact on emotions. This article proposes a sustainable learning model with scaffolding integration and supported by the use of open platforms. The effectiveness and usability of this model have been evaluated with a group of students, as well as its influence on emotions. As main results, we can affirm that the scaffolding learning model, in this context, improves the acquisition of knowledge at different levels of Bloom's taxonomy, improves the emotional state of the student and reduces the perception of task difficulty. In addition, it has been observed that the perceptions (about task difficulty and scaffolding usefulness) are related to the emotions experienced by the students.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128353464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0027
María Ángeles Vicente Torres, Teresa Priego Cuadra, Natalia de las Heras Jiménez, Ernesto Martínez Martínez, Ricardo Gredilla Díaz, Rosario López López, M. A. Pozo García, Ana Isabel Martín Velasco, Asunción López-Calderón Barreda, Gregorio Segovia Camargo
- The objectives of this work were: (1) to improve the study habits and learning by promoting continuous work, and (2) to approach the methodology of cooperative work to the students. For this purpose, the gamification tool “SAve Me, please” was developed. It consisted of working on a team to perform a series of activities and “save” a virtual patient called SAM. This tool was used in three teaching groups of the Human Physiology subject of the Nursing Degree of the Complutense University of Madrid. After its implementation, improvements were detected in the students' grades with respect to the previous year, when this methodology was not used. In addition, the students expressed their level of satisfaction with the methodology through a semi-quantitative anonymous survey. They stated potential improvements in their learning, motivation and integration with other students and teachers, as well as in their opinion on the quality of the education received. Feedback from the students contributed to design proposals to optimize the activities and the way teams should operate. Therefore, we consider that this methodology is highly recommendable to revitalize subjects within the Health Sciences field; it it other areas of knowledge.
{"title":"Aprendizaje cooperativo con “SAve Me, please” - [Cooperative learning with “SAve Me, please”]","authors":"María Ángeles Vicente Torres, Teresa Priego Cuadra, Natalia de las Heras Jiménez, Ernesto Martínez Martínez, Ricardo Gredilla Díaz, Rosario López López, M. A. Pozo García, Ana Isabel Martín Velasco, Asunción López-Calderón Barreda, Gregorio Segovia Camargo","doi":"10.26754/cinaic.2021.0027","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0027","url":null,"abstract":"- The objectives of this work were: (1) to improve the study habits and learning by promoting continuous work, and (2) to approach the methodology of cooperative work to the students. For this purpose, the gamification tool “SAve Me, please” was developed. It consisted of working on a team to perform a series of activities and “save” a virtual patient called SAM. This tool was used in three teaching groups of the Human Physiology subject of the Nursing Degree of the Complutense University of Madrid. After its implementation, improvements were detected in the students' grades with respect to the previous year, when this methodology was not used. In addition, the students expressed their level of satisfaction with the methodology through a semi-quantitative anonymous survey. They stated potential improvements in their learning, motivation and integration with other students and teachers, as well as in their opinion on the quality of the education received. Feedback from the students contributed to design proposals to optimize the activities and the way teams should operate. Therefore, we consider that this methodology is highly recommendable to revitalize subjects within the Health Sciences field; it it other areas of knowledge.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128717929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0102
Roberto Therón, A. García-Holgado, Samuel Marcos-Pablos
- The health crisis caused by COVID-19 has affected all sectors of society. The pandemic has driven changes in the education sector, mainly related to the digital transformation of processes. These changes are not only in the use of technology but also in the methodological approach used. In this context, the course Human-Computer Interaction was adapted, first to an online format during the 2019-20 academic year, and then to a face-to-face format with online streaming for the 2020-21 academic year. During this process, the integration of Microsoft Teams has reinforced the project-based learning methodology and improved communication with the students. This paper describes the experience as an example for including Microsoft Teams in other courses, regardless of whether the teaching takes place in face-to-face, online or hybrid format.
{"title":"Docencia de la asignatura Interacción Persona-Ordenador en tiempos de pandemia: una experiencia con Microsoft Teams - [Teaching Human-Computer Interaction in pandemic time: an experience with Microsoft Teams]","authors":"Roberto Therón, A. García-Holgado, Samuel Marcos-Pablos","doi":"10.26754/cinaic.2021.0102","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0102","url":null,"abstract":"- The health crisis caused by COVID-19 has affected all sectors of society. The pandemic has driven changes in the education sector, mainly related to the digital transformation of processes. These changes are not only in the use of technology but also in the methodological approach used. In this context, the course Human-Computer Interaction was adapted, first to an online format during the 2019-20 academic year, and then to a face-to-face format with online streaming for the 2020-21 academic year. During this process, the integration of Microsoft Teams has reinforced the project-based learning methodology and improved communication with the students. This paper describes the experience as an example for including Microsoft Teams in other courses, regardless of whether the teaching takes place in face-to-face, online or hybrid format.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125296455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0038
I. Amez, B. Castells, M. Sánchez-Canales, L. Arévalo-Lomas, D. Bolonio, F. Barrio-Parra, M. Izquierdo-Díaz, B. Biosca, Y. Sánchez-Palencia, L. J. Fernandez-Gutierrez del Alamo
- The health crisis caused by the SARS-COV-2 virus produced a drastic change in teaching in March 2020, when face-to-face teaching was forced to become online teaching. It led to changes in teaching methodologies, teaching materials and evaluation methods. The objective of this study is to determine which of these changes in the on-site university have been positive and should be sustained over time. To this end, a survey has been carried out among the students of the different courses of the degrees taught at the E.T.S.I. Minas y Energía (E.T.S.I.M.E) la Universidad Politécnica de Madrid that allows us to know how the pandemic has influenced the use of didactic materials, what type of teaching modalities students prefer, and what resources they use the most during the study. Although class notes and slides remain the preferred resources among students, they showed great interest in class recordings. Other traditional materials, such as bibliography or tutoring, are less used by students. As for teaching methodologies, opinion is polarized. Therefore, it is necessary to make an effort to efficiently combine tele-teaching methodologies and didactic resources to face-to-face teaching, generating asynchronous resources without detriment to traditional face-to-face activities.
{"title":"Análisis de la docencia universitaria por la influencia de la COVID-19: algunas lecciones aprendidas - [Analysis of the university teaching due to the influence of COVID-19: some lessons learned]","authors":"I. Amez, B. Castells, M. Sánchez-Canales, L. Arévalo-Lomas, D. Bolonio, F. Barrio-Parra, M. Izquierdo-Díaz, B. Biosca, Y. Sánchez-Palencia, L. J. Fernandez-Gutierrez del Alamo","doi":"10.26754/cinaic.2021.0038","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0038","url":null,"abstract":"- The health crisis caused by the SARS-COV-2 virus produced a drastic change in teaching in March 2020, when face-to-face teaching was forced to become online teaching. It led to changes in teaching methodologies, teaching materials and evaluation methods. The objective of this study is to determine which of these changes in the on-site university have been positive and should be sustained over time. To this end, a survey has been carried out among the students of the different courses of the degrees taught at the E.T.S.I. Minas y Energía (E.T.S.I.M.E) la Universidad Politécnica de Madrid that allows us to know how the pandemic has influenced the use of didactic materials, what type of teaching modalities students prefer, and what resources they use the most during the study. Although class notes and slides remain the preferred resources among students, they showed great interest in class recordings. Other traditional materials, such as bibliography or tutoring, are less used by students. As for teaching methodologies, opinion is polarized. Therefore, it is necessary to make an effort to efficiently combine tele-teaching methodologies and didactic resources to face-to-face teaching, generating asynchronous resources without detriment to traditional face-to-face activities.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"473 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124251531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
- The FEM-CELL project is an innovative proposal for the creation of female peer-led circles focused on English language learning. The work presented here reports the first results after implementing the programme in a six-month pilot phase in both Mexico and Colombia. In this sense, the results point out the weaknesses and strengths of this voluntary and free programme, but also lay the foundations of a theoretical framework that critical pedagogies such as popular, decolonising and feminist pedagogies contribute to the proposal. Finally, the results mention the adaptations that should be promoted to guarantee the achievement of learning objectives and the personal development of the participants. At the end of the first pilot stage, the project will be able to scale up in a second stage.
{"title":"El proyecto FEM-CELL: Círculos autogestivos de mujeres para el aprendizaje de la lengua inglesa - [The FEM-CELL project: female peer-led circles for English language learning]","authors":"Nathalie Vázquez Monter, Agustín Solano, Mariana Escobar","doi":"10.26754/cinaic.2021.0087","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0087","url":null,"abstract":"- The FEM-CELL project is an innovative proposal for the creation of female peer-led circles focused on English language learning. The work presented here reports the first results after implementing the programme in a six-month pilot phase in both Mexico and Colombia. In this sense, the results point out the weaknesses and strengths of this voluntary and free programme, but also lay the foundations of a theoretical framework that critical pedagogies such as popular, decolonising and feminist pedagogies contribute to the proposal. Finally, the results mention the adaptations that should be promoted to guarantee the achievement of learning objectives and the personal development of the participants. At the end of the first pilot stage, the project will be able to scale up in a second stage.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124772824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0108
Angélica González Arrieta, Daniel López Sánchez, Á. L. Sánchez Lázaro, María Belén Pérez Lancho, José Rafael García-Bermejo-Ginner, J. A. Hernández Simón, P. V. Vega Cruz
{"title":"Verificación en dos pasos en el proceso enseñanza/aprendizaje - [Two-step verification in the teaching / learning process]","authors":"Angélica González Arrieta, Daniel López Sánchez, Á. L. Sánchez Lázaro, María Belén Pérez Lancho, José Rafael García-Bermejo-Ginner, J. A. Hernández Simón, P. V. Vega Cruz","doi":"10.26754/cinaic.2021.0108","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0108","url":null,"abstract":"","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134457469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0104
Raúl Herrero Martínez, Luis Fernando Calvo Prieto, Cristina Gil Puente, Cristina Vallés Rapp, Sergio Paniagua Bermejo
- Throughout academic life, activities of all kinds are carried out, although we can encounter issues common to all of them. Among others, one of the cross-cutting issues that we can identify is the collection of information by the students, as well as their subsequent treatment for personal study. In the field of the DINBIO Teaching Innovation Group of the University of León, problems associated with a loss of information in the note-taking have been detected, so the implementation of a plan has been carried out with the aim of improving the academic performance of students of the subject of Engineering Bases of the Degree in Biotechnology. This plan will work to improve the collection of information within the classroom, as well as the subsequent processing of the data for an effective study. All this will be based on a methodological proposal based on a contextualized modification of the Cornell Method of note-taking.
{"title":"Un nuevo plan de tratamiento y recogida de información en asignaturas de Ingeniería - [A new treatment and information collection plan in engineering subjects]","authors":"Raúl Herrero Martínez, Luis Fernando Calvo Prieto, Cristina Gil Puente, Cristina Vallés Rapp, Sergio Paniagua Bermejo","doi":"10.26754/cinaic.2021.0104","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0104","url":null,"abstract":"- Throughout academic life, activities of all kinds are carried out, although we can encounter issues common to all of them. Among others, one of the cross-cutting issues that we can identify is the collection of information by the students, as well as their subsequent treatment for personal study. In the field of the DINBIO Teaching Innovation Group of the University of León, problems associated with a loss of information in the note-taking have been detected, so the implementation of a plan has been carried out with the aim of improving the academic performance of students of the subject of Engineering Bases of the Degree in Biotechnology. This plan will work to improve the collection of information within the classroom, as well as the subsequent processing of the data for an effective study. All this will be based on a methodological proposal based on a contextualized modification of the Cornell Method of note-taking.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124009606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0080
José Luis Martín Soria, Paula Renés Arellano, Ana Rosa Martín Minguijón
- Since the arrival of democracy in our country with the 1978 Constitution, there have been numerous structural changes in educational policies, as many as different governments have had in Spain. These educational reforms were mainly aimed at achieving a quality education for all people, regardless of their personal, economic, or social characteristics. And the current LOMLOE is no exception. A relevant issue raised by this law, recently approved in Congress, is the granting of the ESO degree for students who complete FPB. This measure, aimed at addressing diversity by facilitating social inclusion, raises controversies among members of the educational community as it is considered inappropriate. Undoubtedly, it would pose an attraction for students on the verge of socio-educational exclusion, to enroll in FPB, especially students with special educational needs condemned to unsuccessfully abandon their education. This study aims to clarify the regulatory context on the implementation of this measure and encourages the debate on whether this positive discrimination is fair compared to other educational programs, or is it a comparative offense for others? And, if will this measure be truly useful and recommendable for its purpose, attending to diversity and facilitating social inclusion?
{"title":"Controversias de la nueva ley educativa (LOMLOE): la concesión complementaria del título de la ESO en Formación Profesional Básica - [Controversies of the new educational law (LOMLOE): the complementary granting of the ESO degree in Basic Vocational Training]","authors":"José Luis Martín Soria, Paula Renés Arellano, Ana Rosa Martín Minguijón","doi":"10.26754/cinaic.2021.0080","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0080","url":null,"abstract":"- Since the arrival of democracy in our country with the 1978 Constitution, there have been numerous structural changes in educational policies, as many as different governments have had in Spain. These educational reforms were mainly aimed at achieving a quality education for all people, regardless of their personal, economic, or social characteristics. And the current LOMLOE is no exception. A relevant issue raised by this law, recently approved in Congress, is the granting of the ESO degree for students who complete FPB. This measure, aimed at addressing diversity by facilitating social inclusion, raises controversies among members of the educational community as it is considered inappropriate. Undoubtedly, it would pose an attraction for students on the verge of socio-educational exclusion, to enroll in FPB, especially students with special educational needs condemned to unsuccessfully abandon their education. This study aims to clarify the regulatory context on the implementation of this measure and encourages the debate on whether this positive discrimination is fair compared to other educational programs, or is it a comparative offense for others? And, if will this measure be truly useful and recommendable for its purpose, attending to diversity and facilitating social inclusion?","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125549990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0127
Ángel Fidalgo Blanco, María Luisa Sein-Echaluce Lacleta, F. García-Peñalvo, Ana María Balbín Bastidas
The Flipped Classroom method is a trend of educational innovation that is in the phase of over-expectations. This work collects the experience of working with the method scientifically for nine years and applying it to different teaching contexts: theoretical classes, teamwork competence, and practical laboratory classes. All the experience is applied in university subjects of various degrees at the Polytechnic University of Madrid. The result reflects the real impact of the Flipped Classroom method.
{"title":"Revisión crítica del método de aula invertida desde una perspectiva basada en la experiencia - [Critical review of the flipped classroom method from an experience-based perspective]","authors":"Ángel Fidalgo Blanco, María Luisa Sein-Echaluce Lacleta, F. García-Peñalvo, Ana María Balbín Bastidas","doi":"10.26754/cinaic.2021.0127","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0127","url":null,"abstract":"The Flipped Classroom method is a trend of educational innovation that is in the phase of over-expectations. This work collects the experience of working with the method scientifically for nine years and applying it to different teaching contexts: theoretical classes, teamwork competence, and practical laboratory classes. All the experience is applied in university subjects of various degrees at the Polytechnic University of Madrid. The result reflects the real impact of the Flipped Classroom method.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"26 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120987545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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