Modelo AIM para la enseñanza-aprendizaje con estudiantes de modalidad semipresencial-distancia en la Universidad Nacional de Educación
The semi presence-distance modality in Higher Education requires the creation of new strategies to stimulate teaching and learning. This article presents systematized research on the Flipped Classroom approach implementation combined with Motivation. It proposes a theoretical framework that supports...
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| Autores principales: | , |
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| Formato: | Artículo |
| Idioma: | Castellano |
| Publicado: |
2020
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=7513944 |
| Fuente: | Killkana sociales: Revista de Investigación Científica, ISSN 2528-8008, Vol. 4, Nº. 1, 2020, pags. 13-20 |
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| Sumario: |
The semi presence-distance modality in Higher Education requires the creation of new strategies to stimulate teaching and learning. This article presents systematized research on the Flipped Classroom approach implementation combined with Motivation. It proposes a theoretical framework that supports the AIM model in the development and creation of a pedagogical practice generated at the National University of Education (UNAE) Javier Loyola, Azogues, Cañar, Ecuador. This study involves students who are teachers public and private education system, attending to the fifth cycle of El Medio Natural course, in the General Basic Education (EGB) distance mode. The proposal responds to the lack of methodologies related to the connectivism teachers need to work with adult students. It is based on the UNAE pedagogical model, which uses the AIM model as a teaching methodology in hybrid education. Autonomous activities on virtual platforms, praxis in the educational institutions and face-to-face conferences at the university are planned, as opportunities that promote open dialogue, collaborative and cooperative work, to consolidate learning through feedback, feedforward and motivation techniques. The objective to be achieved is established in the curriculum, which purpose is to develop skills, and to generate and apply, in educational contexts, the unlearned, learned or strengthened knowledge in the university. Supported by quantitative and qualitative research, results intend to show the student-teachers perception of the AIM model execution in the classroom, at the end of the term. |
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