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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes(Springer, 2023-12-01) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.This article integrates two visions on the creation of knowledge by students: an academic vision where the person who cre-ates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active method-ology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.Item Ontological flip teaching: A flip teaching model based on knowledge management(2018-09-01) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.Training models are designed for students to acquire knowledge at the individual level. Yet that knowledge is not usually applied later to increase organisational knowledge, as represented by the didactic resources available on a subject, nor to improve the effectiveness of the subject itself. In industrial, economic and production areas, knowledge is considered a part of an organisation’s value. This takes into account the knowledge that is acquired by individuals while doing their work, which can both help improve the work of their peers and increase the overall knowledge available within the organisation. In this work, the student of an educational organisation is considered a person who is able to share the knowledge they have acquired on a given subject so that other students can improve their learning. This work proposes the integration of the classic Flip Teaching model that usually involves students/trainees viewing lectures outside of class time while class time is dedicated to practical exercises, with a knowledge spiral that involves ontological and time dimensions. This integration allows to convert individual knowledge into organisational knowledge through the resources that are created by students over the continuous editions of a training course. A quasi-experimental method proves that the new model, called Ontological Flip Teaching, increases the effectiveness and efficiency of the classic Flip Teaching model in the acquisition of the teamwork competence. The results are based on the students’ opinion about workload and time spent to develop both models, the final grades and the student–student interactions.Item New Challenges for the Motivation and Learning in Engineering Education Using Gamification in MOOC(2015-08) Borrás-Gené, Oriol; Martínez-Núñez, Margarita; Fidalgo-Blanco, Ángel