Creation and validation of a technopedagogical design with flipped learning and collaborative writing
DOI:
https://doi.org/10.5944/ried.27.2.38995Keywords:
learning strategies, flipped learning, collaborative writing, technopedagogical design, validityAbstract
Academic writing is a complex transversal competence that still represents a challenge for the development of university education. This challenge involves improving the capacity for argumentation, organization of ideas, and linguistic skills through the implementation of appropriate practices in didactic processes. The objective of this research is to create and validate a technopedagogical design with flipped learning and collaborative writing (TPD-FLCW) to enhance the production of academic texts. The research was conducted with Peruvian university engineering students (diagnostic stage = 89 and experimental stage = 40) and 16 expert professors. The ADDIE model with five phases was used: analysis, design, development, implementation, and evaluation. The initial diagnosis revealed that students had difficulties in academic writing. Based on these results, the proposal was designed and validated with the participation of judges (CVC > 0.9; KFleiss > 0.3, p < 0.05). The application in the experimental group showed significant improvements in the essays produced before and after the intervention (p < 0.05; ĝ > 1.20). Additionally, the students' assessment was positive, and they reported having improved their writing skills, autonomy, and teamwork capacity. It is concluded that the TPD-FLCW proves to be effective and adequate for learning academic writing, and its use is recommended for learning other types of texts.
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Copyright (c) 2024 Gilber Chura-Quispe, Raúl Alberto García Castro, Gladys Pilar Limache Arocutipa, Bianca Daisa Laura De La Cruz
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