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Saber pro exam (national board examination preparation course)

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dc.contributor.advisorPaz Wechek, Martha Elvira
dc.contributor.authorSariego Verona, Verónica
dc.date.accessioned2021-10-01T16:21:11Z
dc.date.available2021-10-01T16:21:11Z
dc.date.issued2021-09-29
dc.description.abstractThis report describes and evidences the internship conducted at “Competencias Génericas” courses in the frame of Saber Pro University of Cordoba Institutional Program. Therefore, the purpose of this internship is to provide the future candidates of the test Saber Pro the knowledge and skills regarding reading strategies and vocabulary that might be necessary during the English section of the test. This internship was conducted through the implementation of Flipped Learning and E-Learning for the incorporation of technological resources in the virtual classroom with a focus on Reading Comprehension in relation to Covid-19 events to facilitate synchronous and asynchronous teaching modalities. Results, conclusions, evidence, and recommendations will be presented at the end of the report.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1 INTRODUCTION ........................................................................................................ 7spa
dc.description.tableofcontents2 PEDAGOGIES ............................................................................................................. 9spa
dc.description.tableofcontents3 METHODOLOGIES .................................................................................................. 15spa
dc.description.tableofcontents4 CHART OF DUTIES ................................................................................................. 17spa
dc.description.tableofcontents5 RESULTS AND GAINS ............................................................................................ 18spa
dc.description.tableofcontents6 CONCLUSIONS ........................................................................................................ 25spa
dc.description.tableofcontents7 LIMITATIONS .......................................................................................................... 26spa
dc.description.tableofcontents8 APPENDIX #1 ........................................................................................................... 27spa
dc.description.tableofcontents9 REFERENCES ........................................................................................................... 33spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4593
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 learningspa
dc.subject.keywordsE-Learningspa
dc.subject.keywordsReading comprehensionspa
dc.subject.keywordsSynchronousspa
dc.subject.keywordsAsynchronousspa
dc.subject.proposalFlipped learningspa
dc.subject.proposalE-Learningspa
dc.subject.proposalReading comprehensionspa
dc.subject.proposalSincrónicospa
dc.subject.proposalAsincrónicospa
dc.titleSaber pro exam (national board examination preparation course)spa
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.referencesAhmed, H. O. K. (2016). Flipped learning as a new educational paradigm: An analytical critical study. European Scientific Journal, 12(10).spa
dcterms.referencesAlderson, J.C. (2000). Success in English Teaching. New York: Oxford University Pressspa
dcterms.referencesAl-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in human behavior, 102, 67-86.spa
dcterms.referencesALRowais, A. S. (2014). The impact of flipped learning on achievement and attitudes in higher education. International Journal for Cross-Disciplinary Subjects in Education, 4(1), 1914-1921.spa
dcterms.referencesBauer‐Ramazani, C., Graney, J. M., Marshall, H. W., & Sabieh, C. (2016). Flipped learning in TESOL: Definitions, approaches, and implementation. Tesol Journal, 7(2), 429-437.spa
dcterms.referencesBishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200).spa
dcterms.referencesChen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.spa
dcterms.referencesCheng, K. (2006). A research study on students’ level of acceptance in applying e-learning for business courses–A case study on a technical college in Taiwan. Journal of American Academy of business, 8(2), 265-270.spa
dcterms.referencesDuke, N., & Pearson, D. (2002). Effective practices for developing reading comprehension In Farstrup, A. & Samuels, S.(Ed.) What research has to say about reading instruction (pp. 205-242). New York: Delaware: International Reading Association.spa
dcterms.referencesInan, N. K., Balakrishnan, K., & Refeque, M. (2019). Flipping perceptions, engagements, and realities: A case study. Turkish Online Journal of Distance Education, 20(1), 208-222spa
dcterms.referencesKlinger, J. K., Vaughn, S., & Boardman, A. (2007). Teaching reading comprehension to students with learning disabilities.spa
dcterms.referencesMcNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theories, interventions, and technologies. Psychology Press.spa
dcterms.referencesMcLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The Reading Teacher, 65(7), 432-440.spa
dcterms.referencesOye, N. D., Salleh, M., & Iahad, N. A. (2012). E-learning methodologies and tools. International Journal of Advanced Computer Science and Applications, 3(2).spa
dcterms.referencesRichards, J. C. (1985). The context of language teaching (Vol. 3). Cambridge University Press.spa
dcterms.referencesSrivastava, P. (2019). Advantages & disadvantages of e-education & e-learning. Journal of Retail Marketing & Distribution Management, 2(3), 22-27.spa
dcterms.referencesSuyana, N. (2019). Meningkatkan Kemampuan Membaca [17] Pemahaman melalui Metode Preview, Question, Read, State, dan Test (PQRST). Jurnal Ilmu Pendidikan dan Ilmu Sosial, 28(2), 18-24.spa
dcterms.referencesTarigan, H. G. (2008). Menulis sebagai suatu keterampilan. Berbahasa. Bandung: Angkasa.spa
dcterms.referencesYu, R. (2020). Culture in Second or Foreign Language Acquisition. Journal of Language Teaching and Research, 11(6), 943-947.spa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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