Flipped Tutoring in Higher Education: Student Satisfaction with an Experience of Educational Innovation

 

محفوظ في:
التفاصيل البيبلوغرافية
المؤلفون: González-Morga, Natalia, González-Lorente, Cristina, Martínez-Clares, Pilar, Pérez-Cusó, Javier
التنسيق: artículo
الحالة:Versión publicada
تاريخ النشر:2024
الوصف:Introduction. University tutoring rarely includes innovative contributions that lead to new procedures to generate interest and have an impact on the university community. Objective. This paper analyzes student satisfaction with the experience of educational innovation based on flipped tutoring, focusing on the difference between initial expectations and final perception. Method. The research was based on a quantitative methodological approach and a non-experimental, descriptive, and longitudinal design. The participants in the study, 164 students from an Early Childhood Education, Primary Education, and Pedagogy degree, answered a valid and reliable questionnaire designed ad hoc. Results. The results showed student satisfaction with the employ of the tutoring method and the Kahoot platform. On the contrary, the students expressed dissatisfaction with the use of virtual forums. Conclusions. These digital tools offer pedagogical alternatives that facilitate the work of the tutor. Kahoot is perceived as a success in detecting training needs, while virtual forums require teacher reflection for their incorporation into flipped tutoring processes.
البلد:Portal de Revistas UNA
المؤسسة:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
اللغة:Español
Inglés
Portugués
OAI Identifier:oai:ojs.www.una.ac.cr:article/17280
الوصول للمادة أونلاين:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17280
كلمة مفتاحية:Higher education
educational innovation
SDG4 Quality education
satisfaction
tutoring
Educación superior
innovación educativa
satisfacción
ODS4 Educación de calidad
tutoría
Ensino superior
inovação educacional
ODS4 Educação de qualidade
satisfação
tutoria