Enhancing the main characteristics of active methodologies: A case with Micro Flip Teaching and Teamwork. January 2019.

Cita: Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2019). Enhancing the main characteristics of active methodologies: A case with Micro Flip Teaching and Teamwork. International Journal of Engineering Education (IJEE), 35(1B), 397-408.

Title

Enhancing the main characteristics of active methodologies: A case with Micro Flip Teaching and Teamwork.

Abstract

All active methodologies have common objectives and processes. Their mission is to ensure that students participate actively in the learning process, cooperating with other students, reflecting, making decisions and creating knowledge.

For this purpose, groups that work in a timely manner to carry out an activity or in a more stable way through work teams are usually formed. In both cases, active learning takes place within the groups. This work proposes fostering an active inter-team learning; that is, forming a meta-team where active learning takes place. The aim is checking if students who follow an active methodology, have the active habit; that is, if the work teams share knowledge among themselves and use it to improve their own knowledge.

The proposed model contains a virtual layer that all teams can access, making possible the cooperation, the creation of new knowledge, reflection and decision making. This model is applicable to any active methodology and the proposed model has been applied to the Micro Flip Teaching methodology.

This quasi experimental research methodology, based on quantitative and qualitative assessment, shows how the work teams, in an Engineering context, in this case, use this virtual layer and how that use impacts the academic performance of their members. Another conclusion of this work is that feedback must be included in active methodologies.

Authors

Ángel Fidalgo-Blanco (angel.fidalgo@upm.es) Universidad Politécnica de Madrid, España

María Luisa Sein-Echaluce (mlsein@unizar.es) Universidad de Zaragoza, España

Francisco José García-Peñalvo (fgarcia@usal.es) Universidad de  Salamanca, España

Acces (abstract)

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