{"id":59864,"date":"2021-10-15T16:44:59","date_gmt":"2021-10-15T20:44:59","guid":{"rendered":"https:\/\/world.edu\/?p=59864"},"modified":"2021-10-15T16:44:59","modified_gmt":"2021-10-15T20:44:59","slug":"the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training","status":"publish","type":"post","link":"https:\/\/world.edu\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\/","title":{"rendered":"The inverted class has a future after the pandemic: let’s invest in teacher training"},"content":{"rendered":"

\"\"
\nIn a short period of time, the search and use of technological and digital resources have become essential for Higher Education centers.\u00a0It has been necessary to keep the attention to their students, and adapt the methodological approaches.\u00a0Most of the universities went from face-to-face classes to the virtual modality or, on some occasions, to teaching modalities that until now were a minority, such as hybrid teaching, using virtual platforms such as\u00a0<\/span>Zoom or Meet<\/span><\/a>\u00a0for both\u00a0.\u00a0In the Latin American context, even\u00a0<\/span>media such<\/span><\/a>\u00a0as WhatsApp or phone calls were used.<\/span><\/p>\n

This makes us see how access to technology has been a barrier when it comes to having more or less success in adapting teaching.\u00a0At Nebrija University, for example, in the 2020\u20132021 academic year, the use of the virtual campus doubled and almost 138,000 videoconference sessions were held, a historic increase in the use of the educational digital ecosystem.<\/span><\/p>\n

However, it is not only about having the technology, but about knowing how to use it.\u00a0In this sense, there are many university teachers who did not have the necessary level of competence and have had to train in this area in a self-taught way, through their own resources or with training plans promoted by the\u00a0<\/span>universities themselves<\/span><\/a>\u00a0.<\/span><\/p>\n

This training goes far beyond the instrumental management of technology.\u00a0It requires thinking about the most appropriate teaching methods and strategies for these \u201cnew\u201d hybrid spaces.<\/span><\/p>\n

The emergence of ‘active’ methodologies<\/strong><\/h4>\n

Learning in these environments must be enhanced with active methodologies.\u00a0They are the methodologies that make the most of the strategies that are developed both in person, in physical spaces, and virtual, through digital platforms.\u00a0Inverting the classroom, applying the\u00a0<\/span>flipped classroom<\/span><\/em>\u00a0, can be an appropriate and ideal strategy for hybrid teaching.<\/span><\/p>\n

Incorporating forms of multimedia teaching based on\u00a0<\/span>ICT resources<\/span><\/a>\u00a0into traditional instruction\u00a0allows us to develop practical work synchronously with the teacher, face-to-face or not, leaving the theoretical content to the autonomous work of the students.<\/span><\/p>\n

Two ways to invest<\/strong><\/h4>\n

The hybrid model allows its use in two\u00a0<\/span>different ways<\/span><\/a>\u00a0.\u00a0Either through a disruptive model, managing a distance education platform, in which case the classes are offered in the format of recorded educational pills of a few minutes, and with very few and specific meetings.\u00a0Or following a blended model, which is the most used in Higher Education centers.<\/span><\/p>\n

This hybrid blended model maintains the characteristics of the master classes, but using technology that allows activities to be carried out virtually and providing a greater degree of interactivity.\u00a0Within this blended model, we find the inverted class modality, whose advantages and potential compared to purely face-to-face or\u00a0<\/span>online<\/span><\/em>\u00a0classes\u00a0are significant.<\/span><\/p>\n

More flexibility and versatility<\/strong><\/h4>\n

In the first place, the virtual environment offers more autonomy and flexibility to the student, while the face-to-face medium allows a more human and real communication with the teacher and the rest of the classmates.\u00a0That is, in this hybrid model, both ecosystems complement each other.<\/span><\/p>\n

Second, students can make the most of their time, since they not only receive lectures asynchronously, but must first seek knowledge and then carry out activities in class.\u00a0In this way, the doubts that arise during the preparation of the tasks can be resolved directly.\u00a0In addition, the debates that take place in the execution of an exercise can become even more enriching, as the students have previously dedicated time to reflect on the issues independently.<\/span><\/p>\n

Finally, the inverted class can be a great advantage for the faculty, since the classes they prepare can be used on more than one occasion.\u00a0Thus, teachers have more time to look for new materials, or correct activities.<\/span><\/p>\n

Maintain it after the pandemic<\/strong><\/h4>\n

This proposal is applicable to the new scenario in which we find ourselves, with many universities returning to the face-to-face model.\u00a0We will be able to take advantage of the experience that has been accumulated in these months.<\/span><\/p>\n

However, it must be borne in mind that technology is important, but teaching methods and learning strategies are even more important.\u00a0Therefore, a deep pedagogical reflection is required.\u00a0A review of the teaching methods and the skills required to carry them out and that all this translates into adequate teacher training for this environment.<\/span><\/p>\n

To promote the application of the flipped classroom in the university environment, teacher training is necessary.\u00a0To do this, as explained in the\u00a0<\/span>Competency Model Teaching Digital ( <\/span>Digital Competence Framework for Educators, DigCompEdu<\/span><\/em><\/a>\u00a0) prepared by the\u00a0<\/span>Joint Research Center of the European Commission<\/span><\/a>\u00a0, must take into account different dimensions and areas.<\/span><\/p>\n

Content creation, evaluation methods<\/strong><\/h4>\n

On the one hand, it is essential to address the professional commitment between teaching teams, favoring collaboration and reflective practice, as well as co-teaching.\u00a0In this way, sharing good teaching practices, making inverted class success stories visible to the entire teaching community, can bring important advantages and serve as inspiration for all teachers.<\/span><\/p>\n

Another key area is the creation of digital content.\u00a0Inverting the classroom means working the virtual spaces adequately, providing them with quality content, either by making use of open online digital resources or by creating their own resources (videos, podcasts, interactive presentations, infographics, etc.).<\/span><\/p>\n

It is also important to train in the methodological aspects, so that the hybrid class is satisfactory.\u00a0What is the role of the teacher and the student, what type of activities are developed, with what times, etc., are unknowns to take into account.<\/span><\/p>\n

Finally, training in new assessment methods is necessary to ensure the learning results in the hybrid space, as well as to enhance the students’ own digital competence, promoting their empowerment and critical spirit.<\/span><\/p>\n

Make the most of the experience<\/strong><\/h4>\n

Investing the classroom in new hybrid spaces requires applying new approaches.\u00a0Rethinking which technology is more appropriate, but, above all, how it is carried out methodologically.<\/span><\/p>\n

The months of confinement and the return to presence with health security measures have driven the digital development of teachers.\u00a0With this experience, it is time to reflect on how all this knowledge, accompanied by adequate training, can propose a model that takes full advantage of the hybrid context.<\/span><\/p>\n

Author Bios:<\/strong> M\u00aa Beatriz Ju\u00e1rez Escribano is PDI, coordinator and PhD professor of students of the ICT Master for Education and Digital Learning at Nebrija University, Cristina Villalonga Gomez is Director of Global Campus Nebrija. Professor of Communication and Education in Digital Environments also at Nebrija University and Diana Valero Errazu is Doctor Assistant at the University of Zaragoza<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

In a short period of time, the search and use of technological and digital resources have become essential for Higher Education centers.\u00a0It has been necessary to keep the attention to their students, and adapt the methodological approaches.\u00a0Most of the universities went from face-to-face classes to the virtual modality or, on some occasions, to teaching modalities […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[401028],"coauthors":[11733],"class_list":["post-59864","post","type-post","status-publish","format-standard","hentry","category-education","tag-inverted-class"],"acf":[],"yoast_head":"\nThe inverted class has a future after the pandemic: let's invest in teacher training - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"The inverted class has a future after the pandemic: let's invest in teacher training - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"In a short period of time, the search and use of technological and digital resources have become essential for Higher Education centers.\u00a0It has been necessary to keep the attention to their students, and adapt the methodological approaches.\u00a0Most of the universities went from face-to-face classes to the virtual modality or, on some occasions, to teaching modalities […]\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:url\" content=\"https:\/\/world.edu\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:site_name\" content=\"World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"article:published_time\" content=\"2021-10-15T20:44:59+00:00\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:image\" content=\"https:\/\/world.edu\/wp-content\/uploads\/2021\/10\/inverted-class.jpeg\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"author\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data1\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" class=\"yoast-seo-meta-tag\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/world.edu\\\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\\\/\"},\"author\":{\"name\":\"Kevin\",\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"headline\":\"The inverted class has a future after the pandemic: let’s invest in teacher training\",\"datePublished\":\"2021-10-15T20:44:59+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/world.edu\\\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\\\/\"},\"wordCount\":1085,\"image\":{\"@id\":\"https:\\\/\\\/world.edu\\\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2021\\\/10\\\/inverted-class.jpeg\",\"keywords\":[\"inverted class\"],\"articleSection\":[\"Education\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/world.edu\\\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\\\/\",\"url\":\"https:\\\/\\\/world.edu\\\/the-inverted-class-has-a-future-after-the-pandemic-lets-invest-in-teacher-training\\\/\",\"name\":\"The inverted class has a future after the pandemic: let's invest in teacher training - 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