Study about evidence of meaningful learning in a classroom under the flipped classroom model
DOI:
https://doi.org/10.21556/edutec.2016.55.618Keywords:
Flipped Classroom, ICT, Interest (learning), Educational autonomyAbstract
This study presents the implementation of Flipped Classroom model, which allows a reflection on this modality and response to ¿How meaningful learning is evident from the implementation and validation of a model Flipped Classroom in a course of Educational Technology? With this purpose, made a qualitative study; positions, perspectives and evidence of meaningful learning were addressed. Data collected are analyzed from observation and a Likert scale for to know the perceptions of students. As a result, among others, the positive perception of the model and its procedures on how the tasks are now converted to extra-class to intra-class, and as conclusion that the model predominate the assertive communication and the teacher orientation, and the independent and collaborative work.
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