Flipped Classroom in Veterinary Education during the COVID-19 Pandemic: Educational Flexibility and overcoming Digital Barriers in Distance Learning Environments
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| Autores: | , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2026 |
| Descripción: | The Traditional Teaching Model (TTM) in higher education was rendered obsolete by the COVID-19 epidemic, especially in virtual situations because its behaviorist priciple conflict with the constructivist nature of emergency remote learning. The Flipped Classroom (FC) model was modified for Emergency Remote Education (ERE) at COVID-19 in order to better understand the teaching-learning process of veterinary surgery. This was the alternative approach taken in a study on the adaption of the teaching process in veterinary surgery. Ninety-one students and two instructors from the Catholic University of Temuco participated in an exploratory empirical study using a mixed-methods methodology. The FC concept was completely adapted online, utilizing instructional videos, discussion boards, group projects, and one-on-one tests. Participant observation, online surveys, and performance analysis were used to gather the data, which were then processed using quantitative descriptive statistics and qualitative data analysis software. According to the findings, 51% of students employed the Cornell method to synthesize knowledge, displaying self-regulation skills, and 96% of students engaged with the videos in a significant way. Although some students opposed the pedagogical shift, grades demonstrated consistent performance, with a mean of 5.9 on a 7.0 scale. Students also appreciated the model's flexibility. The study indicates that by overcoming the shortcomings of the TTM, the FC model modified for ERE demonstrated efficacy in maintaining active learning in disruptive circumstances. However, issues like limited forum participation and digital gaps were noted, indicating the need for more inspiring approaches to be developed in order to support the pedagogical shift. The study emphasizes how crucial it is to combine technology with deliberate pedagogical strategies in order to empower teachers and students in online learning environments. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/207 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/reducacion/article/view/207 |
| Palabra clave: | Educación a distancia Enseñanza superior Pandemia (COVID-19) Innovación educativa Tecnologías de la Información y Comunicación TIC Aprendizaje activo Educación virtual Autonomía del estudiante Distance Education Higher Education COVID-19 Educational Innovation Information and Communication Technologies ICT Active learning Virtual education Student autonomy |