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Internship at saber pro cross curricular competences: english course

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dc.contributor.advisorRacero Diz, José Maríaspa
dc.contributor.authorPadilla Flórez, Samir José
dc.date.accessioned2021-08-24T19:49:05Z
dc.date.available2021-08-24T19:49:05Z
dc.date.issued2021-08-03
dc.description.abstractThis report describes the internship conducted at Cross Curricular Competences’ courses in the frame of Saber Pro University of Cordoba Institutional Program. The main purpose of this internship is to help students to develop test taking skills to cope with the English section of the aforementioned Board Examinations and therefore with the saber-pro results for University of Córdoba by training candidates in their reading skills and specific strategies, to address more accurately the English section of the test. This internship was implemented applying E-learning method and flipped learning, which used synchronous sessions to guide students about the test as well as interactive activities and discussions about the topics and learning guides for the asynchronous sessions. The implementation of technological devices was valuable to carry out the process. Finally, it discusses the findings, personal learning, conclusions and recommendations, and limitations that were during this meaningful process.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontentsI. Introduction……………………………………………………………………………8spa
dc.description.tableofcontentsII.Pedagogies…………………………………………………………………………….10spa
dc.description.tableofcontents2.1 E-learning…………………………………………………………………………….10spa
dc.description.tableofcontents2.2 E-learning approaches ………………………………………………………………..11spa
dc.description.tableofcontents2.2.1Self-paced e-learning………………………………………………………………..12spa
dc.description.tableofcontents2.2.2 Instructor-led and facilitated e-learning …………………………………………..12spa
dc.description.tableofcontents2.3 E-learning methodology…………………………………………………………......13spa
dc.description.tableofcontents2.4 Flipped learning……………………………………………………………………...14spa
dc.description.tableofcontents2.5 The four pillars of F-L-I-P…………………………………………………………..14spa
dc.description.tableofcontents2.5.1 Flexible environment……………………………………………………………....14spa
dc.description.tableofcontents2.5.1 Learning culture……………………………………………………………………15spa
dc.description.tableofcontents2.5.2 Intentional content………………………………………………………………….15gspa
dc.description.tableofcontents2.5.3 Professional educator……………………………………………………………....15spa
dc.description.tableofcontentsIII. Methodologies……………………………………………………………………….15spa
dc.description.tableofcontents3.1 Inquiry-Based Learning………………………………………………………………15spa
dc.description.tableofcontents3.2 Reading exercises …………………………………………………………………….15spa
dc.description.tableofcontents3.3 Gamification ………………………………………………………………………….16spa
dc.description.tableofcontents3.4 Chart of duties ………………………………………………………………………..17spa
dc.description.tableofcontentsIV. Findings………………………………………………………………………………20spa
dc.description.tableofcontents4.1 Developed activities ………………………………………………………………….21spa
dc.description.tableofcontentsV. Conclusion and recommendations………………………………………………......28spa
dc.description.tableofcontentsVI. Limitations …………………………………………………………………………..28spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4436
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, 2020spa
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.keywordsSynchronous sessionsspa
dc.subject.keywordsFlipped learningspa
dc.subject.keywordsE-learning,spa
dc.subject.proposalSynchronous sessions.spa
dc.subject.proposalLeaning guidesspa
dc.subject.proposalFlipped learningspa
dc.subject.proposalE-learningspa
dc.titleInternship at saber pro cross curricular competences: english coursespa
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.referencesAmirova, G. (2019). The benefits of reading skills in the educational process. Proceeding of The ICECRS, 3.spa
dcterms.referencesArea, M., & Adell, J. (2009). E-learning: enseñar y aprender en espacios virtuales. Tecnología Educativa. La formación del profesorado en la era de Internet, 391-424.spa
dcterms.referencesChi, Y. L., Chen, T. Y., & Hung, C. (2018). Learning adaptivity in support of flipped learning: An ontological problem‐solving approach. Expert Systems, 35(3), e12246.spa
dcterms.referencesFao, E. (2011). learning methodologies A guide for designing and developing e-learning courses. Rome: FAO (Food and Agriculture Organization of the United Nations).spa
dcterms.referencesGarrison, D. R., & Anderson, T. (2010). El e-learning en el siglo XXI. Ediciones Octaedro, SL.spa
dcterms.referencesKiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. Proceedings of 9th International Balkan Education and Science Conference.spa
dcterms.referencesNath, J. (2012). E-learning methodologies and its trends in modern information technology. Journal of Global Research in Computer Science, 3(4), 48-52.spa
dcterms.referencesNetwork, F. L. (2014). The four pillars of FLIPspa
dcterms.referencesOye, N. D., Salleh, M., & Iahad, N. A. (2012). E-learning methodologies and tools. International Journal of Advanced Computer Science and Applications (IJACSA), 3(2).spa
dcterms.referencesPedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.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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