scholarly journals La utilización del podcast como herramienta pedagógica. Caso de estudio de la asignatura Teoría y Ecología de los Medios Audiovisuales

2019 ◽  
Author(s):  
Miguel Pareja Aparicio ◽  
Raúl Terol Bolinches ◽  
Nadia Alonso López
Keyword(s):  
Flipped Classroom

La metodología de la clase inversa, o flipped classroom, cambia la forma de entender la docencia, aprovechando mucho mejor los tiempos que compartimos en el aula y distribuyendo de manera óptima el trabajo fuera de ella. Por otra parte, en los últimos meses hemos observado un crecimiento notable en consumo de audio en Internet. El podcast, como ejemplo de ello, se concibe como audio a la carta con la principal intención de acabar con la fugacidad del mensaje sonoro, haciendo posible que el oyente pueda acudir al recurso auditivo las veces que desee. En el presente trabajo nos hemos planteado la posibilidad de utilizar el podcast como herramienta pedagógica, de tal manera que su empleo en asignaturas eminentemente teóricas pueda servir de gran ayuda a los alumnos. Así pues, centrándonos en la asignatura Teoría y Ecología de los Medios Audiovisuales, de segundo curso del Grado en Comunicación Audiovisual de la UPV, se parte de un análisis cuantitativo para conocer cómo puede encajar la implementación de esta herramienta en el desarrollo de la asignatura.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

A Study on International Cases for Application of Flipped Classroom in Universities

2015 ◽  
Vol 11 (1) ◽  
pp. 115-137 ◽  
Author(s):  
Eun-young Kim ◽  
Youngju Lee
Keyword(s):  
Flipped Classroom

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

Sign in / Sign up

Export Citation Format

Share Document