Meaningful digital resources for flipped learning strategies through the use of Ardora educational technology
This study was undertaken to explore the evolution of learning models, focusing on the impact of advanced technologies, particularly the flipped classroom model. A quasi-experimental methodology was used, with pretest and posttest, and qualitative analysis through focus groups. The intervention comb...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Ecuador |
| Institución: | Universidad Técnica Estatal de Quevedo |
| Repositorio: | Revista InGenio |
| Idioma: | español |
| OAI Identifier: | oai:revistas.uteq.edu.ec:article/1001 |
| Acceso en línea: | https://revistas.uteq.edu.ec/index.php/ingenio/article/view/1001 |
| Access Level: | acceso abierto |
| Palabra clave: | Herramientas digitales recursos digitales aprendizaje invertido Ardora modalidad virtual emergente Digital tools digital resources flipped learning emerging virtual modality |
| Sumario: | This study was undertaken to explore the evolution of learning models, focusing on the impact of advanced technologies, particularly the flipped classroom model. A quasi-experimental methodology was used, with pretest and posttest, and qualitative analysis through focus groups. The intervention combined face-to-face and virtual classes using digital tools such as Ardora and Google Classroom. The results show that the flipped classroom improves students' academic performance and motivation, especially in mathematics and natural sciences, compared to traditional methods. The main innovation of this study is the implementation of the flipped classroom in post-literacy basic education contexts, highlighting the use of technologies to promote more interactive and personalized learning. |
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