Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Òscar Flores Alarcia"'
Autor:
Anabel Ramos Pla, Begoña Sampedro Requena, Isabel del Arco, Verónica Marín Díaz, Òscar Flores-Alarcia
Publikováno v:
Educar, Vol 59, Iss 2 (2023)
The sudden change that universities experienced in the wake of the COVID-19 pandemic raised some key issues in higher education. The objectives of the present study are to discover the barriers that students experienced regarding training in the use
Externí odkaz:
https://doaj.org/article/7af539cd718c4ca9bb5370d3766a4b3d
Without fear of change: the flipped classroom as a flexible model in different learning environments
Publikováno v:
Heliyon, Vol 8, Iss 12, Pp e12160- (2022)
The study presented is the result of a research study conducted within a historical moment which led to the pandemic in 2020, and the unexpected situation experienced by university professors of transforming their face-to-face teaching to a virtual m
Externí odkaz:
https://doaj.org/article/fcb9d491a9be44a99e76c17052cbaa75
Publikováno v:
Frontiers in Education, Vol 7 (2022)
The Flipped Classroom (FC) emerged at the beginning of the 20th century as an alternative pedagogical model to the traditional classroom. It consists of inverting (flipping) some teaching-learning procedures, transferring some activities outside the
Externí odkaz:
https://doaj.org/article/cf37027376cf4c38930b3e4e7be7cf14
Autor:
Isabel del Arco Bravo, Òscar Flores-Alarcia, Janeth González-Rubio, Daniel Serey Araneda, Carlos Lagos Olivos
Publikováno v:
Education Sciences, Vol 12, Iss 10, p 666 (2022)
The objective of the present study was to discover which tasks resulted in a higher workload, leading to a higher anxiety of postgraduate professors at different Ibero-American universities, when dealing with the transition from face-to-face teaching
Externí odkaz:
https://doaj.org/article/801a03ac1d164e02bee790d698b2d718
Publikováno v:
Education Sciences, Vol 11, Iss 11, p 684 (2021)
During the confinement and post-confinement period, the continuous training centers at different Catalan universities adapted the lifelong learning of professors. The present study analyzes the education of lecturers from Catalan universities before
Externí odkaz:
https://doaj.org/article/2807e3b4a3a94e79a08cc44c2991f529
Publikováno v:
Edutec, Iss 37 (2011)
El artículo está basado en un estudio realizado con el objetivo de observar el desarrollo de los procesos de evaluación en diferentes asignaturas presenciales, semipresenciales y no presenciales de la Universidad de Lleida. Se recogieron datos a t
Externí odkaz:
https://doaj.org/article/a988cfbe009e42c6ab5001578bc159a7
Autor:
Albert Sangrà, Òscar Flores-Alarcia, Manel Fandos Garrido, Teresa Pagés Costas, Nuria Ruiz Morillas
Publikováno v:
Journal of Technology and Science Education, Vol 7, Iss 2, Pp 115-118 (2017)
The Organising Committee of the 9th International Conference on University Teaching and Innovation (CIDUI) wishes to thank the Editorial Board of the Journal of Technology and Science Education (JOTSE) for publishing this special issue.Since the year
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c3f5bfc69265626043e028c02dd73773
https://doi.org/10.3926/jotse.289
https://doi.org/10.3926/jotse.289
Autor:
Ramos Pla, Anabel1 anabel.ramos@udl.cat, Sampedro Requena, Begoña2 bsampedro@uco.es, del Arco, Isabel1 isabel.delarco@udl.cat, Marín Díaz, Verónica2 vmarin@uco.es, Flores-Alarcia, Òscar1 oscar.flores@udl.cat
Publikováno v:
Educar. 2023, Vol. 59 Issue 2, p457-471. 15p.
Publikováno v:
RUSC: Revista de Universidad y Sociedad del Conocimiento; Jul2012, Vol. 9 Issue 2, p31-47, 33p, 12 Charts, 4 Graphs
Publikováno v:
School Leadership & Management; Nov2023, Vol. 43 Issue 5, p546-563, 18p