Please use this identifier to cite or link to this item:
|Title:||Hybrid Flipped Classroom: adaptation to the COVID situation|
Sein-Echaluce, M. L.
García-Peñalvo, F. J.
|Citation:||Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2020). Hybrid Flipped Classroom: adaptation to the COVID situation. In F. J. García-Peñalvo (Ed.), Proceedings TEEM’20. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality (Salamanca, Spain, October 21st - 23rd, 2020). ACM. https://doi.org/10.1145/3434780.3436691|
|Abstract:||One of the first measures to fight against the COVID-19 pandemic was the confinement of the society and, consequently, the impos-sibility of providing presence-based training. For this reason, the faculty had to change the training to a completely online model, in a very short period of time and without the possibility of planning the process of change. The COVID-19 remains in our lives and continues to affect the training model. Currently, there are teachers using online training, face-to-face classes and there are even dual models where the faculty teaches both presence-based and online classes at the same time. For this reason, there is a need for training methods capable of adapting to different situations. In this work the Flipped Classroom model (a method used in face-to-face classes to make students more active) has been adapted to a hybrid model which can be implemented in any situation at any time. The model was applied during confinement in programming laboratories and the impact of this model has been measured through the works generated by students during the continuous evaluation. The result has been highly positive because the number of works presented by students the generated academic doubts have increased, as well as the average grades obtained during the continuous evaluation.|
|Appears in Collections:||Publications|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.