Perception of Engineering Students on Remote Teaching with the Flipped-Classroom Strategy
Percepción de estudiantes de ingeniería sobre la enseñanza remota mediante la estrategia de aula-invertida
dc.contributor.author | Pertuz, Said | |
dc.date.accessioned | 2023-11-28T16:26:08Z | |
dc.date.available | 2023-11-28T16:26:08Z | |
dc.date.created | 2021-06-08 | |
dc.identifier.issn | 1692-3324 | |
dc.identifier.uri | http://hdl.handle.net/11407/8197 | |
dc.description | This text reports the results of a perception study of the students of remote teaching of the flipped-classroom method in comparison to two strategies of regular face-to-face teaching: classic elñcturing and learning based on projects. The perceptions study follows a cohort design where the students have the chance of experimenting the different pedagogic strategies in a sequence and perform an assessment at the course’s end. The perception evaluation takes into account six criteria: comprehension, theoretical concepts appropriation, disciplinary formation, integral formation, dedication and academic burden, interaction among the subjects of the process and active learning. In a pilot study with 36 students of an engineering undergraduate program, remote teaching through flipped classrooms is always better or equally valued than those face-to-face strategies in all the considered criteria. | eng |
dc.description | Este documento reporta los resultados de un estudio de la percepción de los estudiantes sobre la enseñanza remota mediante el método de aula invertida en comparación con dos estrategias de enseñanza-aprendizaje presencial: cátedra clásica y aprendizaje basado en proyectos. El estudio de percepción sigue un diseño de cohorte donde los estudiantes tienen la oportunidad de experimentar las diferentes estrategias pedagógicas de forma secuencial y realizar una evaluación de percepción al final del curso. En la evaluación de percepción, se tienen en cuenta seis criterios: comprensión y apropiación de conceptos teóricos, formación disciplinar, formación integral, dedicación y carga académica, interacción entre sujetos del proceso y aprendizaje activo. En un estudio piloto con 36 estudiantes de pregrado de ingeniería, la enseñanza remota mediante aula invertida es siempre mejor o igualmente valorada que las dos estrategias presenciales en todos los criterios considerados | spa |
dc.format | ||
dc.format.extent | p. 231-250 | |
dc.format.medium | Electrónico | |
dc.format.mimetype | application/pdf | |
dc.language.iso | spa | |
dc.publisher | Universidad de Medellín | |
dc.relation.ispartofseries | Revista Ingenierías Universidad de Medellín; Vol. 20 No. 39 (2021) | |
dc.relation.haspart | Revista Ingenierías Universidad de Medellín; Vol. 20 Núm. 39 julio-diciembre 2021 | |
dc.relation.uri | https://revistas.udem.edu.co/index.php/ingenierias/article/view/3377 | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0 | * |
dc.source | Revista Ingenierías Universidad de Medellín; Vol. 20 No. 39 (2021): (julio-diciembre); 231-250 | |
dc.subject | Flipped classroom | eng |
dc.subject | Online teaching | eng |
dc.subject | Flipped-classroom | eng |
dc.subject | Higher education | eng |
dc.subject | Engineering | eng |
dc.subject | Project-based learning | eng |
dc.subject | Undergraduate | eng |
dc.subject | TIC | eng |
dc.subject | Virtual classroom | eng |
dc.subject | Remote teaching | eng |
dc.subject | Aula invertida | spa |
dc.subject | Enseñanza en línea | spa |
dc.subject | Flipped-classroom | spa |
dc.subject | Educación superior | spa |
dc.subject | Ingeniería | spa |
dc.subject | Aprendizaje basado en proyectos | spa |
dc.subject | Pregrado | spa |
dc.subject | TIC | spa |
dc.subject | Aula virtual | spa |
dc.subject | Enseñanza remota | spa |
dc.title | Perception of Engineering Students on Remote Teaching with the Flipped-Classroom Strategy | eng |
dc.title | Percepción de estudiantes de ingeniería sobre la enseñanza remota mediante la estrategia de aula-invertida | spa |
dc.type | article | |
dc.identifier.doi | https://doi.org/10.22395/rium.v20n39a13 | |
dc.relation.citationvolume | 20 | |
dc.relation.citationissue | 39 | |
dc.relation.citationstartpage | 231 | |
dc.relation.citationendpage | 250 | |
dc.audience | Comunidad Universidad de Medellín | |
dc.publisher.faculty | Facultad de Ingenierías | |
dc.coverage | Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degreesLong: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees | |
dc.publisher.place | Medellín | |
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dc.rights.creativecommons | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.identifier.eissn | 2248-4094 | |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | |
dc.type.local | Artículo científico | |
dc.type.driver | info:eu-repo/semantics/article | |
dc.identifier.reponame | reponame:Repositorio Institucional Universidad de Medellín | |
dc.identifier.repourl | repourl:https://repository.udem.edu.co/ | |
dc.identifier.instname | instname:Universidad de Medellín |