Who was teaching whom? : flipping higher education

Abstract

The focus on increasingly student-centered methodological approaches is a current concern of all of those involved in educational contexts as they face the challenges of the 21st century. The present study, supported by the "Made by them to them: the students in the learning process" approach [1] and integrated within the scope of the IFITIC project (Innovate in Initial Training with ICT), focuses particularly on Higher Education and presents a reflection on the use of active methodologies in the didactic framing of languages and cultures at the undergraduate level. Starting from the concept of "Made by them to them" in higher education (idem), we turned our attention to the curricular area of foreign languages and cultures having conducted a case study for this purpose. The students implemented strategies consistent with the concept, and data collection focused on reflections and field notes written by the Curricular Unit Teacher who accompanied the entire training process. Also, the analysis of contents and results was based on the categories of that same approach. It was concluded that in this specific context, "Made by them to them" promotes a way of learning to learn that drives the students to discover themselves and the world: not only individually in an informal context, but also collaboratively in a formal context where they integrate and share knowledge and skills in a more natural manner, meeting an innovative, enriching and meaningful teaching and learning experience. In this framework of active methodologies, teaching practice is enriched and students are prepared for the real work context, for their journey as individuals and citizens of the 21st century.

Enhancing Knowledge Transformation in Digital Education: An Analysis of the SECI Model's Application in Course Design and Execution

“…Our analysis showcases a robust alignment of course content with the SECI model's phases, promoting a dynamic learning environment that encourages practical application. The cultural transmission of tacit knowledge (Miton & DeDeo, 2022) and the e cacy of ipped classrooms (Orange et al 2019) highlight the evolving pedagogical strategies essential for modern education. Furthermore, the adaptability and relevance of the SECI model in current educational contexts, as discussed by Wang and Kim (2023), underscore its potential for continuous evolution to meet the challenges of contemporary education.…”