Influencia de la educación inversa en el aprendizaje y adquisición de competencias transversales

Lluch, Cristina Jordan; Arándiga, Rosa María Alcover; Casares, J. A. Conejero; Cordero, Alicia; Peñalver, María José Pérez; Codesal, Esther Sanabria; Sánchez, Juan Ramón Torregrosa; Barrachina, Elena Vázquez

doi:10.4995/inred2015.2015.1535

Cited by 2 publications

(1 citation statement)

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“…The commented videos, as well as those collected in https://bit.ly/2qVGWpQ have been the point of support for modifying our methodology towards flip teaching [15][16][17][18][19][20]. This is characterized, as we have said above, by exchanging the role of the student inside and outside the classroom.…”

Section: Introductionmentioning

confidence: 99%

Considerations about Flip Education in the Teaching of Advanced Mathematics

Jordán

Magreñán

2019

Education Sciences

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The changes in our society in recent years and the consequent idiosyncrasy of young people demand new teaching methodologies. The methodology known as flip teaching, in which pupils study the subject before the class experience, using the material given by the teacher, makes it possible to turn the classroom into a place to solve different problems, to introduce new advanced concepts and to participate throughout collaborative learning in the classroom. Parallel to the social transformation, Information and Communication Technologies, also known as ICT, have undergone an important development accompanied by a clear reduction in costs and ease of use of different devices to create and edit quality videos, as well as the possibility of disseminating them on the network. In this way, the didactic material provided to the student can be in video format, which let us to be closer to students and also allow them to revise the class everywhere and all the times they need. In this work, we present and discuss the results of an experience carried out over several years with students of first and fourth grade of the subjects Discrete Mathematics and graphs, models and applications, respectively, at the Universitat Politècnica de València, in relation to the acceptance, advantages and drawbacks of flip teaching.

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Section: Introductionmentioning

confidence: 99%