Propuesta de modelo tecnológico para Flipped Classroom (T-FliC) en educación superior

• Published in: Revista educare Vol. 22; no. 2; p. 1
• Main Authors: Basso-Aránguiz, Matilde, Bravo-Molina, Mario, Castro-Riquelme, Antonella, Moraga-Contreras, César
• Format: Journal Article
• Language: English
• Published: 15-02-2018
• ISSN: 1409-4258; 1409-4258
• DOI: 10.15359/ree.22-2.2

The Technology Model, called T-FliC is proposed for Flipped Classroom. The aim is to provide IT facilities to the aforementioned pedagogical model. This proposal may be implemented at different levels of higher education. T-FliC is primarily based on the use of free technology resources, especially Google applications such as Classroom, Drive, and YouTube, because they are widely used by students and teachers. This extensive use permits to replicate this model in different educational contexts. The T-FliC model incorporates five ICT phases, ranging from the planning of teaching-learning activities to continuous learning assessments. The implementation of the T-FliC Model includes the following phases: a digital class (learning outside the classroom) with asynchronous guidance of a virtual tutor; a workshop involving dynamic activities for collaborative work (classroom learning) guided by a tutor in person; and an ongoing technological tools evaluation process (clickers, portfolio, and forum) which will generate the digital records of the student learning path. This article includes a bibliographic review of the role of ICT in the education processes and the fundamentals of the Flipped Classroom (FC) methodology. In the paper are included FC implementation experiences in higher education, followed by the presentation of the T-FliC Model as a technological proposal for this methodology. Finally, the conclusions present reflections on the proposal.