The inverted classroom in education: A resilient methodological tool for social change

Miriam Elizabeth Erazo Rodríguez,Luis Miguel Viñan Carrasco,Myriam Elizabeth Murillo Naranjo,Andrés Leandro Rodríguez Galán

doi:10.47577/tssj.v10i1.1252

Miriam Elizabeth Erazo Rodríguez, Luis Miguel Viñan Carrasco + Show 2 more

Open Access

https://doi.org/10.47577/tssj.v10i1.1252

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Abstract

The implementation of innovative experiences within the educational context is part of a transformation process where new information and communication technologies (hereafter, ICT) promote the use of methodological tools that contribute to conventional classroom systems, through the creation of virtual training environments that establish the development of audiovisual language and facilitate communication. The objective of the following article is to reflect on the implementation of the inverted classroom as a learning tool for social change that breaks the traditional paradigms of education and represents an option for redesign the curriculum model. It is also part of the Education Research project and Literacy in Communication and Audiovisual and Interactive Arts applied in intercultural contexts for the conservation and diffusion of cultures and ancestral knowledge in conflict or isolation. The study presents a qualitative-quantitative and documentary methodology, and a case of study uses a bibliographic investigation that contrasts the information with the data obtained from the application of data collection instruments such as surveys, and observation; that will allow establishing the appropriate parameters, and discussing the results that show the importance of the use of the inverted classroom in the teaching-learning processes to strengthen resilient, autonomous and meaningful learning, recognizing students as the main protagonists of new knowledge.

Highlights

The objective of this article is to reflect on the implementation of the inverted classroom as a learning tool for social change, and it is part of the Education Research project, Literacy in Communication, Audiovisual and Interactive Arts applied in intercultural contexts for conservation and dissemination of cultures and ancestral knowledge in conflict or isolation.the use of innovative learning methodologies generates changes in the way of learning and teaching - learning spaces
The technological era in which we find ourselves requires us to insert in the teaching-learning processes, innovative methodological strategies that transform educational dynamics into environments for the acquisition of active, cooperative, and reflective knowledge, through the use of new technologies of communication and information
The traditional methodology usually shows the teacher as the one who imparts knowledge and is the active protagonist of the educational process, in this study, we analyze the roles assigned to the actors of the teaching-learning process both from the traditional paradigm that is contrary to the reverse classroom model, where the contents are strengthened, and the activities consolidate to solve doubts with the help of the teacher, who will guide the student in the teaching-learning process, it will be one in charge of choosing the most convenient didactic tools for students taking into account the training criteria that come from outside

Summary

Introduction

The objective of this article is to reflect on the implementation of the inverted classroom as a learning tool for social change, and it is part of the Education Research project, Literacy in Communication, Audiovisual and Interactive Arts applied in intercultural contexts for conservation and dissemination of cultures and ancestral knowledge in conflict or isolation.the use of innovative learning methodologies generates changes in the way of learning and teaching - learning spaces. The objective of this article is to reflect on the implementation of the inverted classroom as a learning tool for social change, and it is part of the Education Research project, Literacy in Communication, Audiovisual and Interactive Arts applied in intercultural contexts for conservation and dissemination of cultures and ancestral knowledge in conflict or isolation. UNESCO (2016) indicates that the application of ICTs in education will strengthen science, technology, and innovation; It will strengthen education systems, the dissemination of knowledge, access to information, effective and quality learning, and more efficient service provision. ICTs have transformed educational spaces, new learning environments burst in and are revolutionized in the face of emerging digital contexts, others arise that until now were non-existent: virtual, online or network communication environments, social networks, all of them with great educational potential. A new dimension of mobile learning in contrast to the old educational institutions (both formal and those that are defined as informal). Bailón & Rabajoli (2014)

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