INNOVATIVE EDUCATIONAL SCENARIOS AND THEIR IMPACT ON STUDENTS: INVERTED CLASSROOM AS A DIDACTIC STRATEGY
Abstract
A bibliometric review was carried out on the production and publication of research papers related to the study of the variable Development of the inverted classroom strategy in Latin America. The purpose of the analysis proposed in this paper is to know the main characteristics of the volume of publications registered in Scopus database during the period 2017-2021 in Latin American countries, achieving the identification of 45 publications. The information provided by said platform was organized by means of graphs and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, the position of different authors regarding the proposed topic was referenced by means of a qualitative analysis. Among the main findings of this research, it is found that Colombia, with 26 publications, was the Latin American country with the highest production. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of the development of the inverted classroom strategy was Social Sciences with 25 published documents, and the type of publication that was most used during the above-mentioned period was the journal article, which represented 69% of the total scientific production.
Keywords
Full Text:
PDFReferences
Albornoz-Acosta, J., Maldonado-Cid, J., Vidal-Silva, C., & Madariaga, E. (2020). Inverted classroom: A systematic review of literature. Formacion Universitaria, (pp. 3 - 10).
Andrés, M., & Mendoza, F. (2021). The flipped classroom: Didactic intervention in a virtual emergency education. Revista Pedagogia Universitaria y Didactica del Derecho , 213 - 240.
De Almeida, S. J., Evangelista, J., & Santos, H. A. (2020). Blended learning: A study of learning experiences in an inverted classroom model. Praksis , 103 - 120.
Domínguez, L., Mora, C., & Restrepo, J. (2021). “Learning to Learn” in the Extended Inverted Classroom: An Evaluation of the Effects of Interactive teaching on Knowledge and Cognitive Regulation in Medical Students. Colombian Journal of Psychiatry.
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2020). Real advantages in the application of the Inverted Classroom-Flipped Classroom method. Grupo GRIAL.
Hidalgo, B. L., Villalba-Condori, K., Arias-Chávez, D., Berrios-Espezua, M., & Cano, S. (2021). Classroom flipped in a virtual platform for the development of competences. Case study: Applied research course. Campus Virtuales , 185 - 193.
Ordoñez, O. B., Ochoa, R. M., Erráez, A. J., León, G. J., & Espinoza, F. E. (2021). Inverted classroom consideration and gamification. Universidad y Sociedad , 497 - 504.
Rodríguez, M., Ramos, E., & Henao-Castaño, A. (2020). TPerception of students on the implementation of the inverted classroom model in the component of practice in critical care. Culture of Care , 315 - 323.
Sanches, R., Calil, M., & Silva, G. (2020). Legal education and innovation: The “inverted classroom” as a viable methodology. Revista Juridica , 552 - 573.
Albornoz-Acosta, J. A., Maldonado-Cid, J. G., Vidal-Silva, C. L., & Madariaga, E. (2020). Flipped classroom impact and recommendations in the teaching-learning process of geometry. [Formacion Universitaria, 13(3), 3-10. doi:10.4067/S0718-50062020000300003.
Alvarez, I., Baquerizo, G., Noboa, D., García-Bustos, S., & Mera, E. M. (2020). A new inverted class methodology applied as a pilot program to students aspiring to enter an ecuadorian university. Paper presented at the Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, doi:10.18687/LACCEI2020.1.1.547 Retrieved from www.scopus.com
Alvarez, W. F. G., Santamaria, H. S., & Garcia, M. R. (2018). Flipped classroom and problem-based-learning in higher education. Paper presented at the Proceedings - 2017 International Conference on Information Systems and Computer Science, INCISCOS 2017, , 2017-November 260-267. doi:10.1109/INCISCOS.2017.11 Retrieved from www.scopus.com
Andrés, M., & Mendoza, F. (2021). The flipped classroom: Didactic intervention in a virtual emergency education. [Revista Pedagogia Universitaria y Didactica Del Derecho, 8(2), 213-240. doi:10.5354/0719-5885.2021.61102.
Aznar, I., Prada, D. A., Acevedo, A., Durán-Flórez, F., & Gómez, J. (2019). Measurement of the performance of the inverted classroom methodology in the finance learning environment: A comparison with the traditional classroom. Paper presented at the Journal of Physics: Conference Series, , 1161(1) doi:10.1088/1742-6596/1161/1/012022 Retrieved from www.scopus.com
Bachur, C. K., Bachur, J. A., da Silva Candido, S., Machado, J. P., Daniel, A. C., Q. G., da Silva e Silva, C. M., & Veiga, E. V., & Veiga, E. V. Q. G., da Silva e Silva, C. M., & Veiga, E. V. (2020). The use of active methodologies as teaching strategies of measuring blood pressure. Journal of Human Growth and Development, 30(3), 443-450. doi:10.7322/jhgd.v30.11112.
Bessa, R. C., & Do Nascimento Nunes, V. W. (2017). Using the plickers application as an active methodology resource. Paper presented at the CEUR Workshop Proceedings, , 1877 731-737. Retrieved from www.scopus.com
Canu, M., & Duque, M. (2017). Enhancing conceptual learning through flipped classroom modality in electrical engineering education. Paper presented at the 2017 Research in Engineering Education Symposium, REES 2017, Retrieved from www.scopus.com
Ccoyllo, I., & Rodriguez, D. (2017). Gamification and inverted classroom in a real-time virtual environment. Paper presented at the Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, , 2017-July doi:10.18687/LACCEI2017.1.1.53 Retrieved from www.scopus.com
Chavez, E. J. M., Campuzano, M. F. P., & Gamez, M. R. (2019). An innovative proposal for teaching learning: The inverted classroom. Journal of Advanced Research in Dynamical and Control Systems, 11(8 Special Issue), 2531-2540. Retrieved from www.scopus.com
Cordeiro, A. L. L. P. C., Braga, F. T. M. M. M., Mata, L. R. F. D., Mendes, K. D. S., Fófano, R. C., & Dalri, M. C. B. (2021). Blended learning program for the development of skills in the aspiration of artificial airways. Revista Latino-Americana De Enfermagem, 29, e3462. doi:10.1590/1518-8345.4539.3462.
De Almeida Souza, J. L., Evangelista, J. L., & Santos Hostt, A. C. G. (2020). Blended learning: A study of learning experiences in an inverted classroom model. [Ensino híbrido: Um estudo sobre experiências de aprendizagem em um modelo de sala de aula invertida] Praksis, 17(2), 103-120. doi:10.25112/rpr.v2i0.2157.
De Carvalho Cordeiro, A. L. P., Martins Braga, F. T. M., Da Mata, L. R. F., Mendes, K. D. S., Fófano, R. C., & Dalri, M. C. B. (2021). Blended learning program for the development of skills in the aspiration of artificial airways. Revista Latino-Americana De Enfermagem, 29 doi:10.1590/1518-8345.4539.3462.
Díaz, J. E. M., Saldaña, C. A. M., & Avila, C. A. R. (2020). Virtual world as a resource for hybrid education. International Journal of Emerging Technologies in Learning, 15(15), 94-109. doi:10.3991/ijet.v15i15.13025.
Domínguez, L. C., Alfonso, E., Restrepo, J. A., & Pacheco, M. (2020). Learning climate and readiness for self-directed learning in surgery: Does it influence the teaching approach? [Learning climate and readiness for self-directed learning in surgery: Does it influence the teaching approach?] Educacion Medica, 21(2), 84-91. doi:10.1016/j.edumed.2018.05.006.
Domínguez, L. C., Carreño, O., & Sierra, D. (2021). Divide and conquer: Effects of two interventions for interactive learning in large groups of students on the perception of quality of the learning environment. [Divide and conquer: Effects of two interventions for interactive learning in large groups of students on the perception of quality of the learning environment] Educacion Medica, 22, 390-395. doi:10.1016/j.edumed.2020.04.006
Miguel Ángel Medina Romero, Ismael Fernando Valencia Bustamante, Ibeth Catherine Figueroa Sánchez, Paola Elizabeth Pajuelo Garay, Jacksson Yamil Montoya Asprilla, José Manuel Medina. EFFECTIVE COMMUNICATION IN THE CLASSROOM: SPEAKING TECHNIQUES FOR UNIVERSITY TEACHERS. Journal of Positive Psychology & Wellbeing. 2021, Vol. 5, No. 4, 2402 – 2414.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies