A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning
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 act...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
OmniaScience
2022-10-01
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| Series: | Journal of Technology and Science Education |
| Subjects: | |
| Online Access: | https://www.jotse.org/index.php/jotse/article/view/1701 |
| _version_ | 1811181746262114304 |
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| author | Maite Fernández-Ferrer Dario Espinoza Pizarro |
| author_facet | Maite Fernández-Ferrer Dario Espinoza Pizarro |
| author_sort | Maite Fernández-Ferrer |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T09:22:46Z |
| format | Article |
| id | doaj.art-8ffe219be3d147489880e703c8ec9472 |
| institution | Directory Open Access Journal |
| issn | 2013-6374 |
| language | English |
| last_indexed | 2024-04-11T09:22:46Z |
| publishDate | 2022-10-01 |
| publisher | OmniaScience |
| record_format | Article |
| series | Journal of Technology and Science Education |
| spelling | doaj.art-8ffe219be3d147489880e703c8ec94722022-12-22T04:32:07ZengOmniaScienceJournal of Technology and Science Education2013-63742022-10-0112364465810.3926/jotse.1701324A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learningMaite Fernández-Ferrer0Dario Espinoza Pizarro1Universitat Oberta de CatalunyaUniversidad Católica del NorteThrough 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.https://www.jotse.org/index.php/jotse/article/view/1701online education, flipped classroom, meaningful learning, self-regulation of learning, cooperative learning |
| spellingShingle | Maite Fernández-Ferrer Dario Espinoza Pizarro A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning Journal of Technology and Science Education online education, flipped classroom, meaningful learning, self-regulation of learning, cooperative learning |
| title | A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning |
| title_full | A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning |
| title_fullStr | A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning |
| title_full_unstemmed | A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning |
| title_short | A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning |
| title_sort | flipped classroom experience in the context of a pandemic cooperative learning as a strategy for meaningful student learning |
| topic | online education, flipped classroom, meaningful learning, self-regulation of learning, cooperative learning |
| url | https://www.jotse.org/index.php/jotse/article/view/1701 |
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