Hybrid model of flipped classroom and challenge-based learning to enhance learning motivation of university students

Ibarra-Cabrera M.J.; Arias-Figueroa K.A.; Ccolqque-Ruiz B.M.; Criado-Huaylla L.L.; Alfaro-Chirinos L.M.; Huaylla-Quispe A. · Memorias de la Conferencia Iberoamericana de Complejidad, Informatica y Cibernetica, CICIC (2024) · DOI: 10.54808/cicic2024.01.8

Resumen

The teaching process is a complex issue in the educational system and there are great challenges for students to acquire knowledge in a meaningful way. It is applied research, with a descriptive scope and non-experimental design. This research work shows the combination of the Flipped Classroom (FC) pedagogical model and Challenge-Based Learning (CBL) to improve motivation in the teaching-learning process. The research was conducted with 18 students of the Software Engineering II course of the curriculum of the Professional School of Computer and Systems Engineering of the Universidad Nacional Micaela Bastidas de Apurímac in a Peruvian university. The methodology applied consisted in the delivery by the teacher of readings and videos and the students read and watched the material delivered before the class session asynchronously; then, during the class session, the students developed a challenge for 30 minutes, to perform the analysis and discussion of the topic developed synchronously; finally, after the synchronous class session the students had feedback through a forum. Finally, a questionnaire was applied with questions regarding student motivation, and the results show that 82.57% of the respondents reached the ratings of agree and strongly agree.

Instituciones: Universidad Nacional Micaela Bastidas de Apurímac