A Flipped Classroom Experience in the Context of a Pandemic: Cooperative Learning as a Strategy for Meaningful Student Learning

Autor/inn/en	Fernández-Ferrer, Maite; Espinoza-Pizarro, Dario
Titel	A Flipped Classroom Experience in the Context of a Pandemic: Cooperative Learning as a Strategy for Meaningful Student Learning
Quelle	In: Journal of Technology and Science Education, 12 (2022) 3, S.644-658 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fernández-Ferrer, Maite) ORCID (Espinoza-Pizarro, Dario)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Flipped Classroom; COVID-19; Pandemics; Teaching Methods; Cooperative Learning; Student Satisfaction; Student Motivation; Academic Achievement; Teamwork; Chemistry; College Students + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Schulische Motivation; Schulleistung; Chemie; Collegestudent
Abstract	Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments were administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01