TY - JOUR
T1 - Clase invertida
T2 - Un cambio de paradigmas en la educación superior
AU - Schmitt, Valentina Gomes Haensel
AU - Cequea, Mirza Marvel
N1 - Publisher Copyright:
© 2020 Interciencia Association. All rights reserved.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/11
Y1 - 2020/11
N2 - The flipped classroom method is beginning to redefine the classroom paradigm. It combines the deductive and the inductive paradigms and, as such, it is an emerging hybrid inductive/ deductive methodology. The advantages of using such methodology include facilities for the application of a higher cognitive process in which students take up greater responsibility for their learning, among others. The goal of this paper is to characterize the flipped classroom as an innovative educational method and to understand its nature, benefits, limitations and reach in higher education, and its contribution to the breakup of traditional paradigms. It examines the challenges faced by educators who teach the new generations that make intensive use of technology to communicate daily, as well as those faced by the students. It explores the paradigm shift in relation to traditional and linear education, seeking more efficient education alternatives. The study involved a review of the literature, aiming to establish the state of the art of the phenomenon under study. Among the findings, it is important to highlight that students in flipped classrooms tend to achieve learning results that are significantly better than those of students in traditional classrooms, and to feel equally satisfied with the learning environment.
AB - The flipped classroom method is beginning to redefine the classroom paradigm. It combines the deductive and the inductive paradigms and, as such, it is an emerging hybrid inductive/ deductive methodology. The advantages of using such methodology include facilities for the application of a higher cognitive process in which students take up greater responsibility for their learning, among others. The goal of this paper is to characterize the flipped classroom as an innovative educational method and to understand its nature, benefits, limitations and reach in higher education, and its contribution to the breakup of traditional paradigms. It examines the challenges faced by educators who teach the new generations that make intensive use of technology to communicate daily, as well as those faced by the students. It explores the paradigm shift in relation to traditional and linear education, seeking more efficient education alternatives. The study involved a review of the literature, aiming to establish the state of the art of the phenomenon under study. Among the findings, it is important to highlight that students in flipped classrooms tend to achieve learning results that are significantly better than those of students in traditional classrooms, and to feel equally satisfied with the learning environment.
UR - http://www.scopus.com/inward/record.url?scp=85097886369&partnerID=8YFLogxK
M3 - Artículo (Contribución a Revista)
AN - SCOPUS:85097886369
SN - 0378-1844
VL - 45
SP - 501
EP - 507
JO - Interciencia
JF - Interciencia
IS - 11
ER -