Inclusive Active Methodologies in Spanish Higher Education during the Pandemic

Abstract

The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and the use of digital tools in order to carry out the teaching-learning process. This technological proliferation became a challenge for the educational community and for the development of pedagogical and inclusive models that could ensure pedagogical continuity. Therefore, the aim of this paper was to analyse the scientific production on active and innovative methodologies that were used during the COVID-19 pandemic period and their effect on the personal, academic and social performance of Higher Education students in the Spanish context. A systematic review of the scientific literature was carried out in accordance with the criteria established in the PRISMA declaration. Among the results obtained, flipped learning stands out as the most used methodology, which increases motivation among other aspects. In terms of knowledge areas, Social Sciences prevails. Finally, it should be noted that the use of active and innovative methodologies improves performance at academic, personal and social levels.

Teaching practice of wind turbine practical training based on virtual teaching platform

“…The traditional theoretical classroom is no longer in line with student expectations, unable to meet the demands of students, with a variety of scientific and technological technology into the field of teaching practice, the combination of virtual technology and professional knowledge of the method is more able to mobilize the enthusiasm and creativity of students [8, 18]. The direction of learning is the choice of teaching objectives, teaching objectives are an important part of the teaching field, this paper is based on the following aspects: (1) the holistic nature of the learning objectives; (2) the flexibility of the teaching objectives; (3) the hierarchical nature of teaching objectives.…”

Formación Inicial Docente en la Adquisición de Estrategias Didácticas Inclusivas con TIC

“…Al respecto, los participantes de esta investigación sostenían que las estrategias metodológicas de corte innovador como el flipped classroom, el aprendizaje cooperativo o la gamificación, promueven una capacitación holística del profesorado y la sensibilización para alcanzar una escuela y una sociedad comprometida con la educación inclusiva. Estos resultados son coincidentes con otros estudios (Álvarez-Núñez et al, 2021;Lara-Lara et al, 2023;Menjívar, 2017;Peralta-Lara y Guamán-Gómez, 2020;Rodríguez-Jiménez et al, 2019) en los que se expone cómo han de transformarse los procesos de formación docente mediante la aplicación de estrategias y recursos tecnológicos para hacer frente a los desafíos con los que se encuentran las escuelas del siglo XXI.…”

“…En la sociedad globalizada en la que nos encontramos, hacemos frente a continuos desafíos donde las Tecnologías de la Información y Comunicación (TIC) cobran un papel fundamental como herramienta para transformar las prácticas pedagógicas y cotidianas mediante la implementación de recursos innovadores, creativos y eficaces que favorezcan el desarrollo integral de los individuos (Lara-Lara et al, 2023;Vaillant y Marcelo, 2021). La innovación educativa requiere de una serie de cambios en las políticas, la gestión, la organización, la formación y la actuación pedagógica.…”