Search results
1 – 3 of 3Cecilia Latorre-Cosculluela, Cristina Suárez, Sonia Quiroga, Natalia Sobradiel-Sierra, Raquel Lozano-Blasco and Ana Rodríguez-Martínez
The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality…
Abstract
Purpose
The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century.
Design/methodology/approach
For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions.
Findings
On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed.
Originality/value
Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.
Details
Keywords
Ana María Barrera-Rodríguez, Paola Andrea Echeverri-Gutiérrez, Isabel Redondo-Ramírez and Leidy Hernández-Ramírez
This article develops a review of the university social responsibility literature to identify the most influential countries, authors, journals, and institutions, their structure…
Abstract
Purpose
This article develops a review of the university social responsibility literature to identify the most influential countries, authors, journals, and institutions, their structure, and research lines.
Design/methodology/approach
The review was carried out from a bibliometric and network analysis of documents published in the Web of Science database.
Findings
In total, 192 documents were found that were scientifically mapped in this field. From the network analysis, four research perspectives were identified: strategic impact management policy, user and its stakeholders, service-learning and its contribution to user, and theories, approaches, and strategies of University Social Responsibility (USR). Finally, the agenda for future research are presented.
Originality/value
The present work carries out a bibliometric and network analysis that seeks to contribute to the literature on USR, identifying its current perspectives and future lines of research.
Details