| dc.creator | Tenorio Coen, Jesús Miguel | |
| dc.creator | Nieto Lambertinez, Eduardo Andrés | |
| dc.date | 2019-12-23T14:23:27Z | |
| dc.date | 2019-12-23T14:23:27Z | |
| dc.date | 2019-12-20 | |
| dc.identifier | https://repositorio.unicordoba.edu.co/handle/ucordoba/2464 | |
| dc.description | El aula invertida se ha convertido en un excelente enfoque para ayudar a los maestros a aprovechar la tecnología en el proceso de aprendizaje de un segundo idioma y en palabras de Keengwe et al. (2014) se ha convertido en “un enfoque de instrucción que los educadores utilizan para convertir el modelo de clase tradicional en un aula de aprendizaje más activa” (p.8). Sin embargo, en el contexto de las escuelas públicas en Montería, existen escasas oportunidades para llevar la tecnología al aula y cambiar la dinámica de aprender un idioma extranjero. Por lo tanto, este estudio tiene como objetivo investigar, a través de un estudio de caso de exploración, cómo la instrucción invertida mediada por la aplicación web 2.0 Teacherman puede fomentar la participación de los estudiantes en inglés como idioma extranjero en un aula de décimo grado en la escuela San José en Montería. Los datos fueron recolectados a través de la observación participante, videograbación, grupo focal, entrevistas semiestructuradas y el diario del investigador. Los resultados finales indicaron que la instrucción invertida fomentó el compromiso emocional, conductual y cognitivo de los estudiantes, y les ofreció un nuevo entorno de aprendizaje. Aunque la etapa de implementación fue más corta de lo esperado, la evidencia recolectada sugirió que los estudiantes podían interpretar el significado y crear nuevos textos, colaborar y aprender de forma autónoma dentro y fuera del aula asistidos por el maestro. Se recomienda realizar más investigaciones sobre la utilidad del flip learning y el papel del profesor. | |
| dc.description | TABLE OF CONTENTS | |
| dc.description | 1. Introduction | |
| dc.description | 2. Theoretical Framework | |
| dc.description | 2.1. Conceptual framework | |
| dc.description | 2.2.1. Engagement | |
| dc.description | 2.3.2. Student`s engagement through
technology | |
| dc.description | 2.4.3. Flipped classroom | |
| dc.description | 2.5.4. Flipping the classroom with
Teacherman | |
| dc.description | 3. Literature Revie | |
| dc.description | 4. Methodology | |
| dc.description | 4.1 Type of the study | |
| dc.description | 4.2. Context and Participants | |
| dc.description | 4.3. Data collection techniques | |
| dc.description | 4.3.1. Observation | |
| dc.description | 4.3.2. Focus Group | |
| dc.description | 4.3.3. Videotaping | |
| dc.description | 4.3.4. Semi-structured interviews | |
| dc.description | 4.3.5. Journals | |
| dc.description | 4.4. Data Analysis | |
| dc.description | 5. Findingse | |
| dc.description | 5.1. Acts of Engagement | |
| dc.description | 5.2. New Learning Opportunities | |
| dc.description | 6. Discussion | |
| dc.description | 7. Conclusion | |
| dc.description | 8. References | |
| dc.description | 9. Appendixes | |
| dc.description | 9.1. Appendix A: Instrument 1. Journals | |
| dc.description | 9.2. Appendix B: Computing lab
environment. | |
| dc.description | 9.3. Appendix C: Lesson plan | |
| dc.description | 9.4. Appendix D: Transcription
conventions | |
| dc.description | 9.5. Appendix E: App Teacherman | |
| dc.description | 9.6. Appendix F: Example of stamps | |
| dc.description | Pregrado | |
| dc.description | Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.format | Application/pdf | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Facultad de Educación y Ciencias Humanas | |
| dc.publisher | Licenciatura en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.relation | Http://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.relation | Abunowara, A. M. (2016). Using technology in EFL/ESL classroom. International Journal of Humanities and Cultural Studies (IJHCS), 1(2), 7-23. | |
| dc.relation | Alshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39-45. | |
| dc.relation | Baepler, P., Walker, J., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. | |
| dc.relation | Barr, R. B., & Tagg, J. (1995). From teaching to learning - a new paradigm for undergraduate education. Change: The Magazine of Higher learning, 27(6), 12-26. | |
| dc.relation | Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: Association for Supervision and Curriculum Development. | |
| dc.relation | Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. | |
| dc.relation | Chaney, A.L., & Burke, T. L. (1998). Teaching oral communication in grades K- 8. Boston: Allyn and Bacon. | |
| dc.relation | Chen, Y., Wang, Y., & Chen, N. S. (2014). Is flip enough? Or should we use the flipped model instead? Computers & Education, 79,16e27 | |
| dc.relation | Coronado, N., Diaz, G. (2018). Flipped learning to promote 8th Graders’ Listening Comprehension . (Unpublished BA dissertation). Universidad de Córdoba. Montería, Colombia. | |
| dc.relation | Espinar Redondo, R., & Ortega Martín, J. L. (2015). Motivation: The road to successful learning. Profile Issues in TeachersProfessional Development, 17(2), 125-136. | |
| dc.relation | Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209. | |
| dc.relation | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. | |
| dc.relation | Gibbs, G. (2012). El análisis de datos en investigación cualitativa. Ediciones Morata engagement and promote active learning. Journal of education and practice, 5(2), 124-131. | |
| dc.relation | Kidron, A., & Kali, Y. (2015). Learning communities as an equitable social infrastructure to promote interdisciplinary understanding in higher education (Pro- ceedings: AREA Conference, At Chicago, Illinois, USA). | |
| dc.relation | Marshall, C., & Rossman, G. (1989). Designing qualitative research, 3. California: Sage publications. | |
| dc.relation | Jerez Rodríguez, S. (2008). Teachers' attitudes towards reflective teaching: Evidences in a professional development program (PDP). Profile Issues in TeachersProfessional Development, (10), 91-112. | |
| dc.relation | Nomass, B. B. (2013). The impact of using technology in teaching English as a second language. English Language and Literature Studies, 3(1), 111-116. | |
| dc.relation | Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press. | |
| dc.relation | Richey, R. C., Silber, K. H., & Ely, D. P. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends, 52(1), 24-25. | |
| dc.relation | Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student learning and engagement: Lessons learned from Check & Connect longitudinal studies. The California School Psychologist, 8 , 29–41. | |
| dc.relation | Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571. | |
| dc.relation | Solano, L., Cabrera, P., Ulehlova, E., & Espinoza, V. (2017). Exploring the use of educational technology in EFL teaching: A case study of primary education in the south region of Ecuador. Teaching English with Technology, 17(2), 77-86. | |
| dc.relation | Velez, A. (2012). Preparing students for the future—21 st century skills. University of Southern California. | |
| dc.relation | Yin, R.K., (1984). Case Study Research: Design and Methods. Beverly Hills, Calif: Sage Publications. | |
| dc.relation | Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3), 315-239 | |
| dc.rights | Copyright Universidad de Córdoba, 2020 | |
| dc.rights | https://creativecommons.org/licenses/by/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | Atribución 4.0 Internacional (CC BY 4.0) | |
| dc.subject | Compromiso de los estudiantes | |
| dc.subject | Clase invertida | |
| dc.subject | Aplicación Teacherman | |
| dc.subject | Students' engagement | |
| dc.subject | Flipped classroom | |
| dc.subject | App Teacherman | |
| dc.title | Flipping the classroom with teacherman to engage 10th grade students | |
| dc.type | Trabajo de grado - Pregrado | |
| dc.type | Info:eu-repo/semantics/bachelorThesis | |
| dc.type | http://purl.org/coar/resource_type/c_7a1f | |
| dc.type | Info:eu-repo/semantics/publishedVersion | |
| dc.type | Text | |
| dc.type | https://purl.org/redcol/resource_type/TP | |
| dc.coverage | Montería, Córdoba | |
