This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process.
The innovation is carried out according to the demands or needs of an industrial, social or economic sector and is aimed at the widest possible target audience. In teaching educational innovation, the demand for innovation is very local, it is generated in each subject and for the students of it. This causes that educational innovation cannot be easily transferred between subjects. But, to meet the demands of an educational sector, the target audience for which innovation is designed must be global. The objective of this work is to study whether teaching educational innovation can be considered globally (for a global target audience and for a need in the education sector), so that it can be applied and transferred between subjects from different contexts. The information provided, during 8 training courses, by 130 university professors belonging to 12 different universities has been analyzed. It has been shown that for a given need for improvement (passive habit in students), the profile of the target audience, the demand of the learning sector and the indicators to measure educational innovation can be raised in a common way for an entire educational sector; in this case, higher education. The conclusion is that educational innovation can be designed globally, applied locally and transferred to other contexts.
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