ICT Integration and inverted classroom in higher education: a study on the implementation of didactic strategies in office automation courses at corporación
DOI:
https://doi.org/10.61799/2216-0388.1584Keywords:
Information and Communication Technologies (ICT), Inverted classroom, Higher education, Didactic strategies, Digital competencesAbstract
The constant evolution in higher education has led
to the search for methods that not only evaluate, but
also promote active and continuous learning. This
study focuses on formative assessment through the
implementation of Information and Communication
Technologies -ICT- and the inverted class model in an
office automation course at Corporación Universitaria del
Caribe -CECAR-. The purpose was to examine how these
didactic strategies influence the involvement of students
and the improvement of their academic achievements.
A total of 106 students from different undergraduate
semesters participated, who experienced the integration
of ICT and the inverted class methodology during an
elective course. Their perception of the usefulness of ICTs,
their ability to use them efficiently and their relevance
for the future were evaluated. The results highlighted an
awareness of the importance of ICTs, although they also
revealed a gap in their effective use and presence in the
classroom. Descriptive analysis indicated variability in
ICT familiarity according to semester, gender and age of
students. The discussion of the study underscores the
relevance of the results and confirms the effectiveness
of the flipped classroom as a pedagogical approach
that can improve the quality of education and the preparation of students for future professional challenges.
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