PERCEPCIÓN ESTUDIANTIL SOBRE EL USO DE ESTRATEGIAS DIDÁCTICAS BASADAS EN EL MODELO PEDAGÓGICO AULA INVERTIDA PARA EL LOGRO DE APRENDIZAJES SIGNIFICATIVOS EN LA ESCUELA DE SECRETARIADO PROFESIONAL DE LA UNIVERSIDAD NACIONAL

Abstract

This article shows the perception of the students of the course Procedimientos
de Oficina I, group 01-2018, of the Escuela de Secretariado Profesional of
the UNA, on the use of didactic strategies based on the pedagogical model
flipped classroom for the development of some of the curricular contents. The
also known as aula invertida incorporates technology as an innovative tool
for significant learning that allows the student to be an active part of their
learning process, instead of a content recipient. A mixed investigation allowed,
through the use of open and closed questions, determine that 92% of students
agree that significant learning is achieved through the strategies used and also
highlight the advantages and disadvantages of this model.
Keywords: technology, flipped classroom, significant learning, educational
model, autonomous learning.