The project considers the Flipped Classroom methodology as a strategy that help to personalize learning. Firstly, higher education context will be considered. Then, the instructor’s role at University will be presented. Qualitative methodology was chosen as a method and in depth interviews were undertaken. Results shows that effective learning is connected to the ability the instructor has to motivate his/her students, to how much is he/she able to create a good environment for learning, to his/her ability to guide students towards their future jobs.

La Marca, A. (2020). Flipped Classroom: Aprendizaje Personalizado en la Universidad. In C. Naval, A. Bernal, G. Jover, J.L. Fuentes, A.R. Cárdenas (a cura di), Una acción educativa pensada. Reflexiones desde la filosofía de la educación (pp. 473-480). Madrid : Dykinson.

Flipped Classroom: Aprendizaje Personalizado en la Universidad

La Marca, A
2020

Abstract

The project considers the Flipped Classroom methodology as a strategy that help to personalize learning. Firstly, higher education context will be considered. Then, the instructor’s role at University will be presented. Qualitative methodology was chosen as a method and in depth interviews were undertaken. Results shows that effective learning is connected to the ability the instructor has to motivate his/her students, to how much is he/she able to create a good environment for learning, to his/her ability to guide students towards their future jobs.
Settore M-PED/03 - Didattica E Pedagogia Speciale
978-84-1377-141-0
La Marca, A. (2020). Flipped Classroom: Aprendizaje Personalizado en la Universidad. In C. Naval, A. Bernal, G. Jover, J.L. Fuentes, A.R. Cárdenas (a cura di), Una acción educativa pensada. Reflexiones desde la filosofía de la educación (pp. 473-480). Madrid : Dykinson.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10447/460225
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