The article "Creation and validation of a technopedagogical design with flipped learning and collaborative writing" presents research focused on improving academic writing skills in university engineering students in Peru.
The research addresses the challenge of developing argumentation skills, idea organization, and linguistic abilities through a design that combines flipped learning and collaborative writing.
This approach aims to overcome the limitations of traditional practices and foster more dynamic and effective learning.
The research was conducted using the ADDIE model, which includes five phases: analysis, design, development, implementation, and evaluation.
The results showed significant improvements in the students' writing skills, evidenced by the quality of their academic essays. Participants reported greater autonomy, teamwork capacity, and satisfaction with the learning process.
The study concludes that the technopedagogical design with flipped learning and collaborative writing is an effective strategy for improving the production of academic texts.
This methodology promotes active, collaborative, and autonomous learning, crucial for the development of essential competencies in higher education.
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How to cite: Chura-Quispe, G., García Castro, R. A., Limache Arocutipa, G. P., & Laura De La Cruz, B. D. (2024). Creation and validation of a technopedagogical design with flipped learning and collaborative writing. RIED. Revista Iberoamericana de Educación a Distancia, 27(2). https://doi.org/10.5944/ried.27.2.38995
