Integración de TIC y clase invertida en la educación superior: un estudio sobre la implementación de estrategias didácticas en cursos de ofimática en la Corporación Universitaria del Caribe (CECAR)
Mariel Castellanos Adarme, Zulmary Nieto Sánchez, María C. Pacheco, Asdrúbal Atencia Andrade
Abstract
The constant evolution in higher education has ledto the search for methods that not only evaluate, butalso promote active and continuous learning. Thisstudy focuses on formative assessment through theimplementation of Information and CommunicationTechnologies -ICT- and the inverted class model in anoffice automation course at Corporación Universitaria delCaribe -CECAR-. The purpose was to examine how thesedidactic strategies influence the involvement of studentsand the improvement of their academic achievements.A total of 106 students from different undergraduatesemesters participated, who experienced the integrationof ICT and the inverted class methodology during anelective course. Their perception of the usefulness of ICTs,their ability to use them efficiently and their relevancefor the future were evaluated. The results highlighted anawareness of the importance of ICTs, although they alsorevealed a gap in their effective use and presence in theclassroom. Descriptive analysis indicated variability inICT familiarity according to semester, gender and age ofstudents. The discussion of the study underscores therelevance of the results and confirms the effectivenessof the flipped classroom as a pedagogical approachthat can improve the quality of education and the preparation of students for future professional challenges.