Abstract:

This article is derived from a qualitative research of interpretative type, under the hermeneutic approach, which aims to generate a theoretical approach about the inverted classroom as a teaching and learning methodology with the effective use of information and communication technologies (ICT) in college. This leads to identify the meanings and meanings given by teachers to the dilemmas of the methodology of the classroom invested in the Faculty of Computer Science and Electronics, this being the context under study. In the methodology, the technique of the in-depth interview was applied to five social actors of the Master in Planning, Evaluation and Accreditation of Higher Education, whose transcribed discourses were submitted to the processes of categorization and codification. The findings were defined around the categories: approaches and disciplines, characterization of learning and dilemmas in technology teaching, which revealed their significance through the emerging subcategories. Within the results, we highlight the reflection on the benefits of ICT and its communication channels as ideal means to make use of the classroom invested in the various disciplines, for the versatility and accessibility to global information in the knowledge society. Thus it is concluded that the meanings and meanings granted by teachers to the classroom methodology invested in the university scenario, attract in the way of making innovative these experiences that results in academic efficiency by contributing to the teaching and learning process.

Keywords:

Flipped classroom, information and communication technology, learning, technological communication, learning motivation, collaborative learning, university.