Integración de TIC y clase invertida en la educación superior: un estudio sobre la implementación de estrategias didácticas en cursos de ofimática en la Corporación Universitaria del Caribe (CECAR)
The constant evolution of higher education has prompted the search for methods that not only assess but also foster active and continuous learning. This study focuses on formative assessment through the implementation of Information and Communication Technologies (ICTs) and the flipped classroom mod...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Fundación de Estudios Superiores Comfanorte
2024-01-01
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| Series: | Mundo Fesc |
| Subjects: | |
| Online Access: | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1584 |
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| Summary: | The constant evolution of higher education has prompted the search for methods that not only assess but also foster active and continuous learning. This study focuses on formative assessment through the implementation of Information and Communication Technologies (ICTs) and the flipped classroom model in an office automation course at the Caribbean University Corporation (CECAR). The purpose was to examine how these teaching strategies influence student engagement and improved academic achievement. One hundred and six undergraduate students from different semesters participated, experiencing the integration of ICTs and the flipped classroom methodology during an elective course. Their perception of the usefulness of ICTs, their ability to use them efficiently, and their relevance for the future were assessed. The results highlighted an awareness of the importance of ICTs, although they also revealed a gap in their effective use and presence in classes. The descriptive analysis indicated variability in familiarity with ICTs depending on the semester, gender, and age of the students. The discussion of the study underscores the relevance of the results and confirms the effectiveness of the flipped classroom as a pedagogical approach that can improve the quality of education and prepare students for future professional challenges. |
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| ISSN: | 2216-0353 2216-0388 |