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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.authorPertuz, Said
dc.date.accessioned2023-11-28T16:26:08Z
dc.date.available2023-11-28T16:26:08Z
dc.date.created2021-06-08
dc.identifier.issn1692-3324
dc.identifier.urihttp://hdl.handle.net/11407/8197
dc.descriptionThis 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.descriptionEste 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 consideradosspa
dc.formatPDF
dc.format.extentp. 231-250
dc.format.mediumElectrónico
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.publisherUniversidad de Medellín
dc.relation.ispartofseriesRevista Ingenierías Universidad de Medellín; Vol. 20 No. 39 (2021)
dc.relation.haspartRevista Ingenierías Universidad de Medellín; Vol. 20 Núm. 39 julio-diciembre 2021
dc.relation.urihttps://revistas.udem.edu.co/index.php/ingenierias/article/view/3377
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0*
dc.sourceRevista Ingenierías Universidad de Medellín; Vol. 20 No. 39 (2021): (julio-diciembre); 231-250
dc.subjectFlipped classroomeng
dc.subjectOnline teachingeng
dc.subjectFlipped-classroomeng
dc.subjectHigher educationeng
dc.subjectEngineeringeng
dc.subjectProject-based learningeng
dc.subjectUndergraduateeng
dc.subjectTICeng
dc.subjectVirtual classroomeng
dc.subjectRemote teachingeng
dc.subjectAula invertidaspa
dc.subjectEnseñanza en líneaspa
dc.subjectFlipped-classroomspa
dc.subjectEducación superiorspa
dc.subjectIngenieríaspa
dc.subjectAprendizaje basado en proyectosspa
dc.subjectPregradospa
dc.subjectTICspa
dc.subjectAula virtualspa
dc.subjectEnseñanza remotaspa
dc.titlePerception of Engineering Students on Remote Teaching with the Flipped-Classroom Strategyeng
dc.titlePercepción de estudiantes de ingeniería sobre la enseñanza remota mediante la estrategia de aula-invertidaspa
dc.typearticle
dc.identifier.doihttps://doi.org/10.22395/rium.v20n39a13
dc.relation.citationvolume20
dc.relation.citationissue39
dc.relation.citationstartpage231
dc.relation.citationendpage250
dc.audienceComunidad Universidad de Medellín
dc.publisher.facultyFacultad de Ingenierías
dc.coverageLat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degreesLong: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees
dc.publisher.placeMedellín
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dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.identifier.eissn2248-4094
dc.type.coarhttp://purl.org/coar/resource_type/c_6501
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.type.localArtículo científico
dc.type.driverinfo:eu-repo/semantics/article
dc.identifier.reponamereponame:Repositorio Institucional Universidad de Medellín
dc.identifier.repourlrepourl:https://repository.udem.edu.co/
dc.identifier.instnameinstname:Universidad de Medellín


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