Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo Social
This study aims to compare student perceptions of two contemporary teaching methodologies: online learning and flipped learning. It focuses on how these approaches influence the acquisition of key competencies in the educational process. A quasi-experimental methodology with a pretest-intervention-p...
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| Format: | Article |
| Language: | English |
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Fundación de Estudios Superiores Comfanorte
2022-07-01
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| Series: | Mundo Fesc |
| Subjects: | |
| Online Access: | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1010 |
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| author | Maritza Carolina Jaimes Márquez Juan Carlos Chaparro Rodríguez Laura Nataly Galvis Velandia |
| author_facet | Maritza Carolina Jaimes Márquez Juan Carlos Chaparro Rodríguez Laura Nataly Galvis Velandia |
| author_sort | Maritza Carolina Jaimes Márquez |
| collection | DOAJ |
| description | This study aims to compare student perceptions of two contemporary teaching methodologies: online learning and flipped learning. It focuses on how these approaches influence the acquisition of key competencies in the educational process. A quasi-experimental methodology with a pretest-intervention-posttest design was implemented in a sample of university students, seeking to comprehensively assess differences in learning dimensions, competencies developed, and final grades. The results show a significant correlation between the application of online and flipped learning methods and improvements in academic performance. It was evident that the fusion of both approaches promotes a positive effect on educational experiences, self-assessment, and knowledge acquisition, without one clearly standing out over the other. The study underscores the importance of properly integrating technology into education, highlighting flipped learning as an ideal starting point for novice students, due to its effectiveness in linking theory and practice, before moving on to online learning, which allows for greater autonomy. He acknowledges the limitations of his results due to the small sample used, but finds them promising, recommending future research with larger and more diverse groups to confirm and expand the applicability of these educational methodologies. |
| format | Article |
| id | doaj-art-336ec9b136a544da87fed5faee3bf68b |
| institution | OA Journals |
| issn | 2216-0353 2216-0388 |
| language | English |
| publishDate | 2022-07-01 |
| publisher | Fundación de Estudios Superiores Comfanorte |
| record_format | Article |
| series | Mundo Fesc |
| spelling | doaj-art-336ec9b136a544da87fed5faee3bf68b2025-08-20T01:50:30ZengFundación de Estudios Superiores ComfanorteMundo Fesc2216-03532216-03882022-07-01122472310.61799/2216-0388.1010Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo SocialMaritza Carolina Jaimes Márquez0Juan Carlos Chaparro Rodríguez1Laura Nataly Galvis Velandia2Universidad Francisco de Paula SantanderUniversidad Nacional de ColombiaUniversidad Francisco de Paula SantanderThis study aims to compare student perceptions of two contemporary teaching methodologies: online learning and flipped learning. It focuses on how these approaches influence the acquisition of key competencies in the educational process. A quasi-experimental methodology with a pretest-intervention-posttest design was implemented in a sample of university students, seeking to comprehensively assess differences in learning dimensions, competencies developed, and final grades. The results show a significant correlation between the application of online and flipped learning methods and improvements in academic performance. It was evident that the fusion of both approaches promotes a positive effect on educational experiences, self-assessment, and knowledge acquisition, without one clearly standing out over the other. The study underscores the importance of properly integrating technology into education, highlighting flipped learning as an ideal starting point for novice students, due to its effectiveness in linking theory and practice, before moving on to online learning, which allows for greater autonomy. He acknowledges the limitations of his results due to the small sample used, but finds them promising, recommending future research with larger and more diverse groups to confirm and expand the applicability of these educational methodologies.https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1010derechos humanosfronterainmigraciónmigracióntrabajo social |
| spellingShingle | Maritza Carolina Jaimes Márquez Juan Carlos Chaparro Rodríguez Laura Nataly Galvis Velandia Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo Social Mundo Fesc derechos humanos frontera inmigración migración trabajo social |
| title | Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo Social |
| title_full | Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo Social |
| title_fullStr | Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo Social |
| title_full_unstemmed | Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo Social |
| title_short | Migraciones, inmigraciones y derechos humanos: un horizonte de acción para el Trabajo Social |
| title_sort | migraciones inmigraciones y derechos humanos un horizonte de accion para el trabajo social |
| topic | derechos humanos frontera inmigración migración trabajo social |
| url | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1010 |
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