Publicaciones académicas y científicas

URI permanente para esta comunidadhttps://hdl.handle.net/20.500.12423/9359

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Examinando Publicaciones académicas y científicas por Materia "Flipped classroom"

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    Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024) Lendínez Turón, A.; Ortiz Marcos, J.M.; Lorenzo Quiles, O.; Fernández Otoya, Fiorela Anaí
    The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area. © 2024 by the authors.
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    The impact of the MOOC based on the flipped classroom methodology to increase the level of information and information literacy competence in primary school teachers
    (Frontiers Media SA, 2024) Fernández Otoya, Fiorela Anaí; Bravo, J.; Pérez-Postigo, G.; Alcázar-Holguin, M.A.; Loaiza Chumacero, Sandra Cecilia
    We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society. Copyright © 2025 Fernández-Otoya, Bravo, Pérez-Postigo, Alcázar-Holguin and Loaiza Chumacero.