Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model
This paper presents a partial analysis of the subject Communicative English being taught for the Engineering courses at the Faculty of Engineering and Agronomical Sciences at the National University of San Luis. This elective course was given as a pilot test in the second term of the year 2021. The...
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| Format: | Online |
| Language: | spa |
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2024
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| Online Access: | https://revistas.unc.edu.ar/index.php/vesc/article/view/44082 |
| _version_ | 1811171145664167936 |
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| author | Rivarola, Marcela Aguirre Céliz, Cecilia Domínguez, María Belén Pérez Riesco, Mario Germán |
| author_facet | Rivarola, Marcela Aguirre Céliz, Cecilia Domínguez, María Belén Pérez Riesco, Mario Germán |
| author_sort | Rivarola, Marcela |
| collection | Portal de Revistas |
| description | This paper presents a partial analysis of the subject Communicative English being taught for the Engineering courses at the Faculty of Engineering and Agronomical Sciences at the National University of San Luis. This elective course was given as a pilot test in the second term of the year 2021. The subject is benefited from the blended learning method, following the Flipped Classroom Model proposed by Fidalgo-Blanco, Sein-Echaluce and García-Peñalvo (2020) and it was, in turn, designed with the aim of complying with the wide range of cognitive processes covered in Bloom’s Revised Taxonomy applied to the Flipped Classroom model. The objective of this paper is to observe and categorise the activities carried out to teach this course both in an e-learning environment, through the learning platform Moodle, and with a traditional classroom-based approach. The achieved results will be helpful to reflect on the strengths and weaknesses and, thus, identify the improvements to be sought in the future. |
| format | Online |
| id | oai:ojs.revistas.unc.edu.ar:article-44082 |
| institution | Universidad Nacional de Cordoba |
| language | spa |
| publishDate | 2024 |
| publisher | Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología |
| record_format | ojs |
| spelling | oai:ojs.revistas.unc.edu.ar:article-440822024-01-01T23:56:15Z Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model Actividades en Inglés Comunicacional: una mirada desde la taxonomía revisada de Bloom aplicada al modelo de aula invertida Rivarola, Marcela Aguirre Céliz, Cecilia Domínguez, María Belén Pérez Riesco, Mario Germán Communicative English, flipped classroom, cognitive processes, engineering courses Inglés Comunicacional, aula invertida, procesos cognitivos, ingenierías This paper presents a partial analysis of the subject Communicative English being taught for the Engineering courses at the Faculty of Engineering and Agronomical Sciences at the National University of San Luis. This elective course was given as a pilot test in the second term of the year 2021. The subject is benefited from the blended learning method, following the Flipped Classroom Model proposed by Fidalgo-Blanco, Sein-Echaluce and García-Peñalvo (2020) and it was, in turn, designed with the aim of complying with the wide range of cognitive processes covered in Bloom’s Revised Taxonomy applied to the Flipped Classroom model. The objective of this paper is to observe and categorise the activities carried out to teach this course both in an e-learning environment, through the learning platform Moodle, and with a traditional classroom-based approach. The achieved results will be helpful to reflect on the strengths and weaknesses and, thus, identify the improvements to be sought in the future. Este artículo presenta un análisis parcial de Inglés Comunicacional que se dicta para las carreras de Ingeniería de la Facultad de Ingeniería y Ciencias Agropecuarias de la Universidad Nacional de San Luis. Esta asignatura electiva, que se impartió como prueba piloto durante el segundo cuatrimestre del 2021, incorpora la modalidad semi-presencial siguiendo el modelo de aula invertida propuesto por Fidalgo-Blanco, Sein-Echaluce y García-Peñalvo (2020). Su diseño busca cumplir con la variedad de procesos cognitivos contemplados en la taxonomía revisada de Bloom, aplicada al modelo de aula invertida. El objetivo de este trabajo es observar y categorizar las actividades que se desarrollaron para el dictado de la asignatura, tanto en la instancia virtual, mediante la plataforma educativa Moodle, como en la instancia presencial. Los resultados obtenidos servirán para reflexionar sobre las fortalezas y debilidades encontradas y, de esta manera, identificar las mejoras a realizar a futuro. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2024-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/vesc/article/view/44082 Virtuality, Education and Science; Vol. 14 No. 27; 51-61 Virtualidad, Educación y Ciencia; Vol. 14 Núm. 27; 51-61 1853-6530 10.60020/1853-6530.v14.n27 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/44082/44467 https://revistas.unc.edu.ar/index.php/vesc/article/view/44082/44468 https://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | Communicative English, flipped classroom, cognitive processes, engineering courses Inglés Comunicacional, aula invertida, procesos cognitivos, ingenierías Rivarola, Marcela Aguirre Céliz, Cecilia Domínguez, María Belén Pérez Riesco, Mario Germán Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model |
| title | Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model |
| title_alt | Actividades en Inglés Comunicacional: una mirada desde la taxonomía revisada de Bloom aplicada al modelo de aula invertida |
| title_full | Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model |
| title_fullStr | Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model |
| title_full_unstemmed | Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model |
| title_short | Activities in Communicative English: a Perspective from Bloom’s Revised Taxonomy Applied to the Flipped Classroom Model |
| title_sort | activities in communicative english a perspective from bloom s revised taxonomy applied to the flipped classroom model |
| topic | Communicative English, flipped classroom, cognitive processes, engineering courses Inglés Comunicacional, aula invertida, procesos cognitivos, ingenierías |
| topic_facet | Communicative English, flipped classroom, cognitive processes, engineering courses Inglés Comunicacional, aula invertida, procesos cognitivos, ingenierías |
| url | https://revistas.unc.edu.ar/index.php/vesc/article/view/44082 |
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