Bibliographic citations
Perez, K., (2024). Aprendizaje invertido (flipped learning) en la enseñanza del curso de complemento matemático para ingenieros en la modalidad virtual en una universidad privada de Lima [Universidad Peruana Cayetano Heredia]. https://hdl.handle.net/20.500.12866/15508
Perez, K., Aprendizaje invertido (flipped learning) en la enseñanza del curso de complemento matemático para ingenieros en la modalidad virtual en una universidad privada de Lima []. PE: Universidad Peruana Cayetano Heredia; 2024. https://hdl.handle.net/20.500.12866/15508
@mastersthesis{renati/494123,
title = "Aprendizaje invertido (flipped learning) en la enseñanza del curso de complemento matemático para ingenieros en la modalidad virtual en una universidad privada de Lima",
author = "Perez Colan de Bardales, Karla Esther",
publisher = "Universidad Peruana Cayetano Heredia",
year = "2024"
}
The purpose of this study is to systematize the situations that occurred when using the flipped learning methodology in the process of teaching and learning the Mathematical Complement for Engineers course in a virtual format in a private university institution in the capital of Peru, Lima. For the development of the study, essential categories are considered, such as: the flipped learning methodology, the teaching and learning process of the Mathematical Complement for Engineers course and virtual education; In addition, the study has a qualitative approach with the design of systematization of experience. The key informants of the study are the national course coordinator, 6 course teachers and 6 students; who participated through observation documents and semi-structured interview guides. The main conclusions of the study indicate that the strengthening and development of self-learning capacity was promoted in students, as well as the development of metacognitive skills in the first stage of work (individual space); and, during work in the group space, the development of effective communication skills, collaborative and cooperative work, problem solving, and creative and critical thinking was encouraged. In the case of teachers, the skill of consensual and team work was improved; in addition, the improvement in the production and modification of the materials of the Mathematical Complement for Engineers course. On the other hand, it is recommended that teaching support for students be strengthened, among other things, by making use of the Course Messaging option of the Blackboard platform; and, it is recommended that clear guidelines and student knowledge be established for teamwork within the group space of synchronous moments.
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