The Future of Education
Flipped Classroom and Problem-Based-Learning in Higher Education. Latinoamerican Context
Wilson Guerrero, Universidad Tecnológica Equinoccial (Ecuador)
Abstract
Traditional teaching methods in higher education, among other causes, make students lose interest and efficiency in a subject. This causes repetition and dropout student. Although there is a lot of new teaching methods, educational institutions, teachers and even the students themselves have reluctance to implement them or to be part of the same by "comfort" or fear of change.
Among the main consequences of the repetition and dropout are economic losses for governments, institutions and families. In addition, students suffer frustration for not being able to move at the same rate of peers or not finish their careers.
Higher education institutions (HEI) in Europe, Asia and North America have implemented new strategies and methodologies, between them the flipped classroom (FC), which consists in upload in the internet readings or videos so are read or seen by them students in their homes and take advantage of to the maximum the time in the classroom to perform practices, exercises, discussions, etc. But in the field of HEI in Latin America there are few studies on the application of this methodology and less active methods of learning such as problem-based learning (PBL).
This paper presents a research that applies a combined teaching method based on FC and PBL in the process of teaching and learning in higher education in the Latin American context, in a case study carried out for the “Office applications” subject. And how readings, videos and questionnaires were generated for the process outside the classroom and practices, exercises, problems and projects for processes within it.
The primary objective is to offer HEI’s teachers a guide for the creation and use of the new methodological and technological tools for teaching of their subjects and present preliminary results of satisfaction and efficiency of students with this method.
With the implementation of these two methodologies is desired to obtain a high degree of satisfaction with the course to improve efficiency in the performance of students and therefore to lower the percentage of repetition.
