Brief theoretical approach to the flipped classroom model and its possible contribution to the development of research skills in university students
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Keywords
Flipped classroom, information technologies, self-learning, collaborative work, self-discipline, research skills
Abstract
The objective of this study is to determine the contribution of the flipped classroom to the development of research skills in university students. The flipped classroom is an eclectic pedagogical model, strengthened by the developmentofcurrentcomputertools,theproper implementation would contribute to establish a favorable environment for the full performance of the knowledge acquisition process in the university space, through collaborative work, self-discipline and, ultimately, the culture of self-knowledge. This model would also be conducive to the development and strengthening of research skills in university students.
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María Piedad Rivadeneira Barreiro, Technical University of Manabí, Ecuador
Professor of English at the Technical University of Manabí, Ecuador. Doctor of Education with International Mention.
Boris Isaac Hernández Velásquez, Technical University of Manabí, Ecuador
Lawyer from the Technical University of Manabí, Ecuador. Doctor in Law, Government and Public Policies.
Lucía Rivadeneira, Alliance Manchester Business School, England
PhD student at the Alliance Manchester Business School. Master in Information Systems
Julio Rivadeneira Barreiro, Technical University of Manabí, Ecuador
English teacher at the Technical University of Manabí, Ecuador. Doctor of Education.
Karina Luzdelia Mendoza Bravo, Technical University of Manabí, Ecuador
Professor of English at the Technical University of Manabí, Ecuador. Doctor in Pedagogical Sciences.
María Dolores Chávez Loor, Technical University of Manabí, Ecuador
Professor of English at the Technical University of Manabí, Ecuador. Doctor in Pedagogical Sciences.