Browsing by Author "Quinde Herrera, Karina Sandra"

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Aprendizaje invertido en educación superior: una revisión de alcance de la implementación
(2023) Pinos Vélez, Verónica Patricia; Quinde Herrera, Karina Sandra
This study consists of a scoping review of the existing literature on the implementation of the Flipped Learning (FL) model in the university environment. Eighteen studies published between 2014 and 2020 were selected, of which 77.8% were scientific articles. The range of the mean ages of the participants in the FL courses was from 21 to 30 years. The objectives of this review were to analyze the activities carried out before, during and after the class, the advantages and disadvantages of the application of the model, and the technological tools used in the teaching practice. The study found that watching videos (83.33%) and completing tests and lessons (50%) were the main activities before class, while group work was frequent during (72.22%) and after class (16.67%). The most reported advantages of the FL model included increased student participation, motivation, and satisfaction (42.11%). The most commonly used technological tool was the learning management system (e.g. Moodle, 20%). The results of this review aim to provide recommendations for teachers interested in implementing the FL model in their classes and for researchers focusing on the implementation of the model in university education. © 2023 Authors.
Designing the pre-class and class to implement the flipped learning model in a research methodology course
(2020) Pinos Vélez, Verónica Patricia; Quinde Herrera, Karina Sandra; Abril Ulloa, Sandra Victoria; Moscoso Orellana, Blasco Danilo; Carrión Álvarez, Galo Iván; Urgilés Cárdenas, José Eduardo; Carrión Andrade, Galo Bernardo
The use of new technologies in university education is indispensable for promoting the autonomous work and motivation of a new generation of students who use technology frequently and skillfully. For these reasons, integrated technology into teaching-learning processes is needed. Our study focused on the implementation of the Flipped Learning model (FL) in the Research Methodology course. The content and the activities for the pre-class and class were designed to develop the skills and competencies in the students and to propose a research design. For the first execution, open-access videos were used. After analyzing the first execution, the results showed the need to make personal videos, that include the exact content, making them more attractive for the students as well as to use strategies to ensure that the students prepare the pre-class appropriately. In conclusion, the model encourages students to include technologies as learning tools, adapt their schedules to take better advantage of classes, and apply the knowledge taught in videos to their classwork.
Experiences in the application of the flipped learning model in a music technology course
(2019) Abril Ulloa, Sandra Victoria; Quinde Herrera, Karina Sandra; Urgilés Cárdenas, José Eduardo; Carrión Andrade, Galo Bernardo; Pinos Vélez, Verónica Patricia
The increasing use of information and communication technologies (ICTs) modified many tasks and strongly altered our behaviors. Having this in mind, the Flipped Learning (FL) model provides a promising learning alternative that links the learning environment with the student’s behavior while altering the traditional instruction model. The FL model involves activities in which students individually review online materials and develop projects and assignments in groups and on-site. The objective of this study was to evaluate the flipped learning model in arts education, more precisely how the introduction of this model affects the learning of the students from the University of Cuenca attending the course of music technology. The findings of this study highlighted the benefits of active learning and the acceptance of the material developed for the implementation of the FL model. Notwithstanding, the overall positive evaluation of the FL approach, the authors suggest carrying out more studies, involving a larger student population, to better identify and remedy remaining obstacles, what will facilitate the use of the FL model in other courses.
Improving the publication visibility of Ecuador’s higher education system
(2016) Feyen, Jan; Milia, Matías Federico; Van Hoof, Hubert B.; Quinde Herrera, Karina Sandra; Ochoa Robles, María Verónica; Abril Ulloa, Sandra Victoria; Bojorque Iñeguez, Jaime Asdrúbal
This article reports on a comparative study between the publication productivity of Ecuador’s leading Higher Education Institutions (HEIs) (as reported in the SCOPUS journal/proceedings database; https://www.elsevier.com/solutions/scopus) and the publication efforts of similar universities in South America and Western Europe when those universities converted from a “teaching-only” to a “teaching and research” focus. The authors highlight the causes of Ecuador’s research and publication paucity and suggest remedial strategies which focus on adjusting the profile and activities of Ecuador’s HEIs to better meet the skills gap in the 21st century economy; economy driven by innovation and knowledge. The article proposes that Ecuador’s HEIs make teaching collaborative and more affordable, stimulate faculty to examine society-relevant problems in teams, educate and encourage faculty to publish in peer-reviewed journals and enhance effectiveness and efficiency so that a stronger teaching-researchservice nexus emerges; all even though Ecuador has entered a period of economic hardship with dwindling funds for higher education.
Pautas para el diseño instruccional bajo el modelo flipped learning en educación superior: análisis desde el modelo ADDIE
(Octaedro, 2022) Quinde Herrera, Karina Sandra; Esteve González, Vanessa; Valls Bautista, Crsitina
Flipped learning (FL) is increasingly popular in higher education, because it facilitates the integration of active strategies in the learning process, helps students to be more autonomous and self-regulated, and stimulates their motivation. The article formulates guidelines for the design process of the preclass, class and post-class components of a flipped learning environment. The authors used the educational design methodology, limited the research to the preliminary phase, based the research on a review of the literature, and considered the ontext of a developing country. Following the concept of the ADDIE model (analysis, design, development, implementation, and evaluation), the instructional prototype for the FL was developed, including the formulation of recommendations. The research, as described in this article could guide instructors in coping with the practical and complex educational problems associated with flipped learning. It is expected that this new form of teaching and learning best prepares the students for the challenges of the 21st century.
Reflexiones y aprendizajes desde la Universidad para una innovación basada en el conocimiento. El caso de la Universidad de Cuenca
(UFSC, 2014) Quinde Herrera, Karina Sandra; Milia, Matías; Astudillo Durán, Silvana Vanessa