The use of flipped classroom technology in higher education regarding the english language teaching-learning process as researched by the United States distance learning association, educators, trainers, leaders, and authors interested in the application of technology in the classroom.

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dc.contributor.advisorContreras Cárcamo, Mauricio Salvadores
dc.contributor.advisorCarranza Campos, Miguel Angeles
dc.contributor.authorVásquez Vásquez, Maria Elenaes
dc.contributor.authorDíaz Gálvez, Diana Alejandraes
dc.contributor.authorAvila Ruano, Wilber Alexanderes
dc.date.accessioned2024-01-29T20:02:52Z
dc.date.available2024-01-29T20:02:52Z
dc.date.issued2021-09-13
dc.description.abstractThis work plan contains the subject of study that the research team decided to work on, which is “The Use of Flipped Classroom Technology in Higher Education Regarding the English Language Teaching-Learning Process as Researched by The United States Distance Learning Association, Educators, Trainers, Leaders, and Authors Interested in the Application of Technology in the Classroom”. The research team includes two general objectives and two specific objectives that are going to guide the research project, in which the team established the main goals of the bibliographical research; these objectives are stated in detail in the next section, which is the introduction. Then, the methodology is included. It contains the research approach, the type of study, the research design and the techniques and instruments that were used all through this research work. It is quite important to state that the bibliographical research’s team found positive results throughout the process of this research by studying the corresponding literature review. Indeed, one aim of the research was to overview the concept of the flipped classroom technology in the teaching and learning process. The research team also discovered that the flipped classroom is an excellent method to be used at different levels. Besides that, the team found in the flipped classroom a way to improve the teacher and student relations in order to increase engagement, responsibility from students, to create more opportunities for in-class discussions and to allow students to learn at their own pace among many other positive effects. To conclude, it was also found that this approach is useful for 4 teachers of all subjects so that the creativity and innovation can flourish in order to apply the flipped classroom method. KEY WORDS: Flipped Classroom ; Subject ; Blended learning ; Technology ; Engagement ; Workload ; Peer ; Passive learning ; Active learning methodology ; Teacher centered ; Student centered ; Traditional classroom ; Sustainable development ; Academic Achievement ; Science Subject ; Scientific research skills ; Direct Instructiones
dc.identifier.urihttps://hdl.handle.net/20.500.14492/13707
dc.language.isoes_SV
dc.subjectFlipped classroom
dc.subjectsubject
dc.subjectblended learning
dc.subjecttechnology
dc.subjectengagement
dc.subjectworkload
dc.subjectpeer
dc.subjectpassive learning
dc.subjectactive learning methodology
dc.subjectteacher centered
dc.subjectstudent centered
dc.subjecttraditional classroom
dc.subjectsustainable development
dc.subjectacademic achievement
dc.subjectscience subject
dc.subjectscientific research skills
dc.subjectdirect instruction
dc.subject.ddc420
dc.titleThe use of flipped classroom technology in higher education regarding the english language teaching-learning process as researched by the United States distance learning association, educators, trainers, leaders, and authors interested in the application of technology in the classroom.es
dc.typeThesis

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