About this paper

Appears in:
Pages: 4342-4347
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1936

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

A FLIPPED LEARNING APPROACH USING SOCIAL MEDIA. STUDY CASE: ELEMENTAL PROGRAMMING IN HIGHER EDUCATION

R.B. Silva-López1, M.I. Silva-López1, J. Fallad Chávez2

1Metropolitan Autonomous University (MEXICO)
2Universidad de Guadalajara (MEXICO)
Social networks are spaces that reach a high percentage of people, especially young people, which make them an effective means to maintain a direct communication with them and to improve teaching and learning. The use of virtual learning environments facilitates the application of flipped learning that changes the traditional learning in the classroom, its approach proposes that students review theoretical concepts before attending class and spend more time practicing exercises.

The objective was to impart the Elementary Programming Course applying the flipped learning mixed with social media, a virtual learning environment is used to access the self-study multimedia educational resources, which were shared by social networks.

The teacher presents a summary of the subject by means of a mind map to validate that the student has the basic concepts, then proposes a game that was analyzed and the students designed the algorithm that later was codified in a programming language.

In order to teach the Elementary Programming course, various multimedia educational resources such as e-books, video tutorials, knowledge capsules and learning objects were developed. Fun learning activities based on games were developed, which promoted the enthusiasm and interest of the students.

It was observed that the pedagogical strategy of the flipped learning promotes student self-study by encouraging their motivation and raising their self-esteem. The course benefited students of Public Policy, Art and Digital Design and Engineering of the Metropolitan Autonomus University Lerma, obtaining encouraging results. Educational benefits, as well as limitations and areas of opportunity were identified, providing a framework to improve similar studies in the future.
@InProceedings{SILVALOPEZ2017AFL,
author = {Silva-L{\'{o}}pez, R.B. and Silva-L{\'{o}}pez, M.I. and Fallad Ch{\'{a}}vez, J.},
title = {A FLIPPED LEARNING APPROACH USING SOCIAL MEDIA. STUDY CASE: ELEMENTAL PROGRAMMING IN HIGHER EDUCATION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1936},
url = {http://dx.doi.org/10.21125/edulearn.2017.1936},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {4342-4347}}
TY - CONF
AU - R.B. Silva-López AU - M.I. Silva-López AU - J. Fallad Chávez
TI - A FLIPPED LEARNING APPROACH USING SOCIAL MEDIA. STUDY CASE: ELEMENTAL PROGRAMMING IN HIGHER EDUCATION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1936
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 4342
EP - 4347
ER -
R.B. Silva-López, M.I. Silva-López, J. Fallad Chávez (2017) A FLIPPED LEARNING APPROACH USING SOCIAL MEDIA. STUDY CASE: ELEMENTAL PROGRAMMING IN HIGHER EDUCATION, EDULEARN17 Proceedings, pp. 4342-4347.
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