Analysis about the impact of flipped classroom and technology in the educational process on the Design of Graphic Communication
Article Sidebar
Main Article Content
Abstract
The objective of this mixed research is to analyze the impact of the flipped classroom in the educational process on the Design of Graphic Communication. The sample is made up of 20 students who took the Formal Expression I course at a public university in Mexico City during the 2020 school year. This research proposes the consultation of the videos before the class and use of the Sketchbook application during the face-to-face session through mobile devices. The Sketchbook application allows analyzing the images of the human face, draw and check the dimensions of the objects through mobile devices. At home, the students consulted the videos about the Sketchbook application to learn the use of this technological tool. The results of machine learning (linear regression) indicate that the use of the Sketchbook application and mobile devices in the learning process positively influences the active role of the students. The flipped classroom allows the construction of new educational spaces where students actively participate during the educational process. Finally, the flipped classroom is a pedagogical model that is transforming the organization and implementation of the activities in the 21st century with the support of technology.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The main author must deliver the letter of transfer of copyright, according to the model provided by Vivat Academia, Revista de comunicación, which declares the transfer of copyright to the journal and make explicit the rights of authors regarding the dissemination and use of the manuscript once published.
Creative Commons Attribution/Non Commercial 4.0 International
References
Bakla, A. (2018). Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study. Computers & Education, 125, 14-38. https://doi.org/10.1016/j.compedu.2018.05.017
Barbour, C., & Schuessler, J. B. (2019). A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education. Nurse Education in Practice, 34, 36-42. https://doi.org/10.1016/j.nepr.2018.11.001
Busebaia, T. J. A. & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Research and Practice in Technology Enhanced Learning, 15, 1-16.
Gamboa-Rodríguez, F. (2015). Diseño de espacios colaborativos interactivos para el aprendizaje. En J. Zubieta-García y C. Rama-Vitale (Eds.), La educación a distancia en México: Una nueva realidad universitaria (pp. 201-212), México, UNAM.
He, W., Holton, A. J., & Farkas, G. (2018). Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. Computers & Education, 125, 120-131. https://doi.org/10.1016/j.compedu.2018.05.020
Hermsen, J. L., Mokadam, N. A., & Verrier, E. D. (2019). Flipping the Classroom: How to Optimize Learning in the Didactic Setting. Thoracic Surgery Clinics, 29(3), 279-284.
Hew, K. F. & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18, 1-12.
Rotellar, C. & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American Journal of Pharmaceutical Education, 80(2), 1-9.
Rui, Z., Lian-Rui, X., Rong-Zheng, Y., Jing, Z., Xue-Hong, W., & Chuan, Z. (2017). Friend or Foe? Flipped Classroom for Undergraduate Electrocardiogram Learning: a Randomized Controlled Study. BMC Medical Education, 17, 1-19.
Salas-Rueda, R. A. (2015). Interfaz web usable: herramienta tecnológica para el proceso de enseñanza-aprendizaje. Revista de Comunicación de la SEECI, 36, 148-177. http://dx.doi.org/10.15198/seeci.2015.36.148-177
Salas-Rueda, R. A. (2018). Analysis on the Use of Continuous Improvement, Technology and Flipped Classroom in the Teaching-Learning Process by means of Data Science. Online Journal of Communication and Media Technologies, 8(4), 325-343. https://doi.org/10.12973/ojcmt/3955
Salas-Rueda, R. A. (2020). Use of the flipped classroom to design creative and active activities in the field of computer science. Creativity studies, 13(1), 136-151. https://doi.org/10.3846/cs.2020.10336
Tague, J. & Czocher, J. (2016). A Theoretical Approach to Ensuring Instructional and Curricular Coherence in the Flipped Classroom Model of a Differential Equations Course. International Journal of Research in Undergraduate Mathematics Education, 2, 223-245.
Uskoković, V. (2018). Flipping the flipped: the co-creational classroom. Research and Practice in Technology Enhanced Learning, 13, 1-24.
Zainuddin, Z. (2018). Students' learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88. https://doi.org/10.1016/j.compedu.2018.07.003