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dc.contributor.advisorJosé María Racero Dizspa
dc.contributor.authorErazo Sánchez, María Fernanda
dc.date.accessioned2020-12-10T01:50:39Z
dc.date.available2020-12-10T01:50:39Z
dc.date.issued2020-12-07
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3774
dc.description.abstractDue to the pandemic for Covid-19 education has been through many changes and adjustments in order to adapt the traditional face-to-face learning and teaching to the virtual education field; a new experience for many students and educators. Therefore, Universidad de Córdoba implemented a new way for interns to develop their praxis during the Internship whose main purpose is to prepare undergraduate candidates from the university to develop and refine skills to cope with the Saber Pro exam in order to improve their scores. On the other hand, in this paper I will describe the theories of the approaches E-learning, Flipped Learning and Flipped classroom which were the ones used to sustain this internship, as well as my experience along the process.spa
dc.description.tableofcontentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5spa
dc.description.tableofcontentsChapter I: Pedagogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8spa
dc.description.tableofcontentsChapter II: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12spa
dc.description.tableofcontentsChapter III: Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17spa
dc.description.tableofcontentsChapter IV: Conclusions, recommendations and limitations . . . . . . . . . . . . . . . . . . . . . . . 20spa
dc.description.tableofcontentsReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22spa
dc.description.tableofcontentsAppendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.titleInternship at saber pro preparation courses at University of Cordobaspa
dc.typeTrabajo de grado - Pregradospa
dcterms.referencesAllen, M. W. (2016). Michael Allen's guide to e-learning: Building interactive, fun, and effective learning programs for any company. John Wiley & Sons.spa
dcterms.referencesBasal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37.spa
dcterms.referencesBates, A. W., & Bates, T. (2005). Technology, e-learning and distance education. Psychology Press.spa
dcterms.referencesBergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.spa
dcterms.referencesBergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. International Society for Technology in Education.spa
dcterms.referencesBurke, B. (2016). Gamify: How gamification motivates people to do extraordinary things. Routledge.spa
dcterms.referencesDanker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171-186.spa
dcterms.referencesGhirardini, B. (2011). E-learning methodologies: A guide for designing and developing e-learning courses. Food and Agriculture Organization of the United Nations.spa
dcterms.referencesHorton, W. (2011). E-learning by design. John Wiley & Sons.spa
dcterms.referencesKapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.spa
dcterms.referencesKeengwe, J. (Ed.). (2014). Promoting active learning through the flipped classroom model. IGI Global.spa
dcterms.referencesManochehr, N. N. (2006). The influence of learning styles on learners in e-learning environments: An empirical study. Computers in Higher Education Economics Review, 18(1), 10-14.spa
dcterms.referencesMarshall, H. W., & Kostka, I. (2020). Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach. TESL-EJ, 24(2), n2.spa
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.referencesTalbert, R. (2017). Flipped learning: A guide for higher education faculty. Stylus Publishing, LLC.spa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.subject.proposalEnseñanza Virtualspa
dc.subject.proposalAprendizaje Mixtospa
dc.subject.proposalAula Invertidaspa
dc.subject.proposalExamen Saber Prospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dc.subject.keywordsE-Learningspa
dc.subject.keywordsFlipped Learningspa
dc.subject.keywordsFlipped Classroomspa
dc.subject.keywordsSaber Pro examspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
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.type.contentTextspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa


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