Flipped Learning 4.0. An extended flipped classroom model with Education 4.0 and organisational learning processes

Abstract

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.

How to share the leadership competence among the team members in active learning scenarios: Before, during and after COVID-19 pandemic

“…Ontologies facilitate the establishment of relationships between concepts and metadata [ 36 ]. In previous studies, this method has been utilized to classify the information provided by students in the same context where the current research has been conducted [ 32 , [37] , [38] , [39] ].…”

“…The work scheme combines the Flipped Classroom method with the development of teamwork. The students work cooperatively (both online and face-to-face), and regular face-to-face sessions are held with the entire teaching group to check the progress of the different teams [ 32 ]. The work process is described in Fig.…”

Problem-Based Learning as a Practical Approach to Postgraduate Materials Science Education

“…Due to the typical "academic-performance-oriented" education culture in Asian countries, most students lack a sense of belonging to the class. In Professor Sato's idea about Learning Community, the location, school, teacher, and students will form a whole learning circle where everyone can communicate and learn from each other (Sato, M., 1996(Sato, M., , 1998(Sato, M., , 1999.…”

La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico

“…Whenever the assessment of knowledge or competencies mediated by technology arises, doubts about authentic learning by those who undertake the task appear, as already suffered during the COVID-19 pandemic (García-Peñalvo, Corell, et al, 2021;Grande-de-Prado et al, 2021). Perhaps the problem is not with the tool itself but rather with the essence of certain educational tasks that may have become obsolete in most cases they are used, which invites an uncomfortable debate about a possible change in the role that teachers should play (García et al, 2022) in this new learning ecology characterized by complex thinking contexts (Ramírez-Montoya et al, 2022) and Education 4.0 (Fidalgo-Blanco et al, 2022;Miranda et al, 2021;Sein-Echaluce et al, 2023). These activities have not become obsolete simply because text generation technologies have emerged, with enough capabilities to make it challenging to detect whether a text has been authored by a person's work or intelligent software.…”

“…Esto no es nuevo, siempre que surge la evaluación de conocimientos o competencias mediada la tecnología aparecen las dudas sobre el aprendizaje auténtico de quien acomete la tarea, como ya sufrió en la pandemia de la COVID-19 (García-Peñalvo, Corell, et al, 2020;Grande-de-Prado et al, 2021). Quizás el problema no esté en la herramienta en sí, sino en la esencia de ciertas tareas educativas que pueden haber quedado obsoletas en la mayor parte de las ocasiones que se emplean, lo que invita a abrir un incómodo debate sobre un posible cambio del papel que debe jugar el profesorado (García et al, 2022) en esta nueva ecología de aprendizaje tan marcada por contextos de pensamiento complejo (Ramírez-Montoya et al, 2022) y de Educación 4.0 (Fidalgo-Blanco et al, 2022;Miranda et al, 2021;Sein-Echaluce et al, 2023). Tampoco es que este tipo de actividades hayan quedado obsoletas por el simple hecho de que las tecnologías generativas de texto hayan hecho su irrupción en escena, con las suficientes prestaciones como para complicar la detección de si un texto es de autoría de una persona o de un software inteligente; quedaron obsoletas en el momento que se tiene acceso a fuentes de información abiertas desde las que cualquiera puede copiar y pegar sin el suficiente contraste de lo que selecciona, sin el análisis crítico de lo que se ha decido captar de una determinada fuente y sin la atribución adecuada las fuentes originales.…”