Abstract
Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them.
Highlights
Education today does not have time to know the individual learning differences and their problems, which have produced few opportunities to participate and cannot be exercised their initiative correctly
The objective of this article is to propose educational innovation in the evaluation processes within the Flipped and Blended learning models, where the student must assume a much more active role of cooperative and autonomous work in their learning process, than the one they have been assuming in the traditional way, implementing methodologies and active technological tools so that a deeper and more meaningful learning is promoted in the classroom, where the student is the protagonist of his own learning and the time to resolve doubts and consolidate knowledge in class is more extensive and concise, allowing to meet the diversity of the classroom
With the results obtained according to the surveys applied, it is concluded that students need the implementation of technological resources in the different subjects, evaluations, feedback and development in the classroom in order to increase the teaching-learning process significantly and that students expand their knowledge
Summary
Education today does not have time to know the individual learning differences and their problems, which have produced few opportunities to participate and cannot be exercised their initiative correctly. The main objective is to make these new learning models known and implement them in education, the idea is to turn around the traditional learning process, and the classroom should be converted into a place of interaction between teachers and students, answering doubts, informing and discussing the subject, to achieve an improvement in the teaching-learning of the student. Teachers must act as organizers within the classroom as they have a wealth of experience in the educational field and the ability to use information technologies to produce and manage learning resources in which the teacher is absent; blended learning is created, with online learning knowledge and offline knowledge to consolidate, find their problems and make feedback. Teachers have assigned previous tasks that are freely organized in their time and learning progress with the teacher’s right technology tool until they achieve their goal
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
