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Internship at saber pro cross curricular competences

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dc.contributor.advisorPugliese Rodríguez, Gabriella
dc.contributor.authorPacheco Díaz, María del Pilar
dc.date.accessioned2021-10-11T21:40:46Z
dc.date.available2021-10-11T21:40:46Z
dc.date.issued2021-10-11
dc.description.abstractThe present paper stares to present the Saber Pro course internship process carried out at the University of Cordoba in the General Competences program. The objective of the course is to train students who are about to pass the National Saber Pro test. The E-learning and Flipped Learning strategies conducted by online education were implemented in order to improve students’ results in this mandatory exam.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityMonografíaspa
dc.description.tableofcontentsACKNOWLEDGMENTS..... 4spa
dc.description.tableofcontentsABSTRACT..... 6spa
dc.description.tableofcontentsINTRODUCTION..... 8spa
dc.description.tableofcontentsPEDAGOGIES... 10spa
dc.description.tableofcontentsE-learning.... 10spa
dc.description.tableofcontentsBlended learning..... 11spa
dc.description.tableofcontentsFlipped learning.... 13spa
dc.description.tableofcontentsGoogle classroom a learning management system (LMS)..... 14spa
dc.description.tableofcontentsMETHODOLOGIES..... 15spa
dc.description.tableofcontentsReading Skill..... 15spa
dc.description.tableofcontentsTimed activities..... 16spa
dc.description.tableofcontentsSynchronous classes..... 16spa
dc.description.tableofcontentsAsynchronous classes..... 17spa
dc.description.tableofcontentsChart of duties..... 18spa
dc.description.tableofcontentsRESULTS..... 21spa
dc.description.tableofcontentsDiagnostic test..... 21spa
dc.description.tableofcontentsGoogle Classroom..... 23spa
dc.description.tableofcontentsCognates and main ideas lesson..... 24spa
dc.description.tableofcontentsCONCLUSION AND RECOMMENDATIONS..... 34spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4648
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2021spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsFlipped classroomeng
dc.subject.keywordsBlended learningeng
dc.subject.keywordsE-learningeng
dc.subject.proposalAprendizaje onlinespa
dc.subject.proposalAprendizaje combinadospa
dc.subject.proposalAula invertidaspa
dc.titleInternship at saber pro cross curricular competencesspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesNaidu, S. (2006). E-learning: A guidebook of principles, procedures and practices. Commonwealth Educational Media Centre for Asia (CEMCA).spa
dcterms.referencesNedeva, V., & Dimova, E. (2010). Some advantages of e-learning in English language training. Trakia Journal of Sciences, 8(3), 21-28spa
dcterms.referencesGarrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95- 105.spa
dcterms.referencesChen, C. C., & Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journal of educators online, 4(1), n1.spa
dcterms.referencesTayebinik, M., & Puteh, M. (2013). Blended Learning or E-learning?. arXiv preprint arXiv:1306.4085.spa
dcterms.referencesKaur, M. (2013). Blended learning-its challenges and future. Procedia-social and behavioral sciences, 93, 612-617spa
dcterms.referencesOzdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.spa
dcterms.referencesEvseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.spa
dcterms.referencesHorbach, A., Palmer, A., & Pinkal, M. (2013, June). Using the text to evaluate short answers for reading comprehension exercises. In Second Joint Conference on Lexical and Computational Semantics (* SEM), Volume 1: Proceedings of the Main Conference and the Shared Task: Semantic Textual Similarity (pp. 286-295)spa
dcterms.referencesNadinloyi, K. B., Hajloo, N., Garamaleki, N. S., & Sadeghi, H. (2013). The study efficacy of time management training on increase academic time management of students. Procedia-Social and Behavioral Sciences, 84, 134-138.spa
dcterms.referencesAcosta-Tello, E. (2015). Enhancing the Online Class: Effective Use of Synchronous Interactive Online Instruction. Journal of Instructional Pedagogies, 17.spa
dcterms.referencesMoser, S., & Smith, P. (2015). Benefits of Synchronous Online Courses. Association Supporting Computer Users in Education.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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