Barrios Tatiana Arrieta, Rojas Shirley Llinás, Movilla José Solórzano, Ibáñez Samir Francisco Umaña, Taboada Aida Huyke
Universidad de la Costa CUC, Barranquilla, Colombia.
Corporatión Universitaria Americana, Barranquilla, Colombia.
Procedia Comput Sci. 2022;203:575-582. doi: 10.1016/j.procs.2022.07.082. Epub 2022 Aug 12.
This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.
本文介绍了一项关于哥伦比亚巴兰基亚大学生对新冠疫情期间翻转课堂的一些看法的研究。参与该研究的群体是302名在该市不同大学学习的学生，他们采用翻转课堂策略进行虚拟或远程课程学习。学生们确定了他们的学习风格、虚拟或远程课程的体验和特点以及他们的课程偏好。此外，他们还提到了教师使用的促进协作和知识发展的资源和学习空间，以及大学用于开展课程的技术。根据调查结果，确定翻转课堂策略对学生来说是一种有用的方法，因为它使学生在疫情期间能够更加自学（自主学习）。能够确定他们的学习风格，并以教师为指导创建更多参与空间。翻转课堂允许通过实践、发展和参与来学习，而不是靠记忆（传统方法），这得到了大学教学中应用的新兴技术的支持。这些技术必须与不同策略相结合，以培养技能、团队合作能力和对主题的理解。
