Flipped classroom as a methodological strategy for teaching Semiology in the Dentistry career
Article Sidebar
Main Article Content
Abstract
In general, terms, the flipped classroom or Flipped Classroom is an active methodology in which the student learns at home through videos made and sent by the teacher with the proper use of ICT, promoting a greater role for the student. The objective of this research is to analyze how the use of the flipped classroom contributed to the learning of third-cycle semiology students in the dentistry career. That is why this research is based on a qualitative and quantitative approach of descriptive scope through the application of an observation sheet made to a group of 15 students, in which the categories of knowledge, motivation and time were included. Observing their reactions regarding the applied methodology. Among the results obtained, the motivation in the student stands out, as he understands the concepts better than in a traditional class. Finally, it was concluded that the application of the flipped classroom in higher education is relevant and necessary to improve student learning, contributing to a better understanding of concepts with a more cooperative attitude, since they review the material prior to meeting in the classroom; therefore, the level and academic performance improves.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Álvarez-Ávila, Lilia; García-Herrera, Darwin; Cárdenas-Cordero, Nancy; Erazo-Álvarez, J. (2020). Flipped Classroom y el valor de la responsabilidad. Revista Arbitrada Interdisciplinaria Koinonía, 5(1), 449–469.
Andrade, Ender; Chacón, E. (2018). Implicaciones teóricas y procedimentales de la clase invertida. Revista de Educación, 41, 251–267.
Campillo-Ferrer, José; Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Revista Humanities and Social Sciences Communications, 8(1), 1–9.
Cazco, G. H. O., Olalla, M. R. S., & Abad, F. M. (2018). Didactic models at the high education: A reality that can change. Profesorado, 22(2), 447–469. https://doi.org/10.30827/PROFESORADO.V22I2.7732
CES. (2018). República del Ecuador Consejo de Educación Superior. Educación Supeior.
Chambi-Mescco, E. (2021). Actitudes de estudiantes de una universidad pública sobre la aplicación del Flipped Learning. Revista Electrónica Educare, 25(3), 1–18.
Domínguez Rodríguez, F. J., & Palomares Ruiz, A. (2020). El “aula invertida” como metodología activa para fomentar la centralidad en el estudiante como protagonista de su aprendizaje. Contextos Educativos. Revista de Educación, 26(26), 261–275. https://doi.org/10.18172/con.4727
García-Ramírez, Y. (2019). It is not enough to flip your classroom. A case study in thecourse of Pavements in Civil Engineering. Revista Ingeniería e Investigación, 39(3), 62–69.
Gomes, Valentina; Marvel, M. (2020). AULA INVERTIDA: UMA MUDANÇA NOS PARADIGMAS NO ENSINO SUPERIOR. Revista Interciencia, 45(11), 501–507.
Martínez-Olvera, Waltraud; Esquivel-Gámez, Ismael; Martínez, J. (2014). Aula Invertida y modelo invertido de aprendizaje: origen, sustento e implicaciones. Los Modelos Tecno Educativos Revolucionando Los Aprendizajes Del Siglo XXI.
Pozuelo, J. (2020). Educación y nuevas metodologías comunicativas: flipped classroom. Revista Signa, 29, 681–701.
Ruiz, Manuel; Borboa, María; Rodríguez, J. (2013). El enfoque mixto de investigación en los estudios fiscales. Revista Académica de Investigación, 13, 1–25.
Salas-Rueda, R; Lugo-García, J. (2019). Impacto del aula invertida durante el proceso educativo sobre las derivadas. Revista de Educación Mediática y TIC, 8(1), 147–170.
UCACUE. (2016). Modelo Pedagógico de la Formación integral del Estudiante. Actualización Modelo Pedagógico de La Formación Integral Del Estudiante.
UNESCO. (2021). Educación superior y objetivos de desarrollo sostenible. Investigación y Publicaciones.
Vidal Ledo, M., Rivera Michelena, N., Nolla Cao, N., Morales Suárez, I. del R., & Vialart Vidal, M. N. (2016). Aula invertida, nueva estrategia didáctica. Revista Cubana de Educacion Medica Superior, 30(3), 678–688.