Many students, particularly in technical fields like engineering, face significant challenges with academic writing: structuring ideas, building solid arguments, citing sources correctly, and avoiding plagiarism. This problem, identified in a diagnostic study by Peruvian researchers, reveals that traditional methodologies, often centered on lectures, do not devote sufficient time to guided practice. This context underscores the need to find new pedagogical strategies that integrate technology and foster key 21st-century skills.
To address this challenge, the research team from the Newman Graduate School and the National University of Jorge Basadre Grohmann created and validated an innovative Technopedagogical Design for Flipped Learning and Collaborative Writing (TPD-FLCW, or DTP-AIEC in Spanish).
This model combines two powerful strategies. On the one hand, flipped learning, where students study theoretical concepts at home through videos and readings, freeing up class time. On the other, collaborative writing, which leverages this class time for students to apply what they have learned by working in teams—jointly drafting texts, debating ideas, and giving each other peer feedback, always under the instructor's guidance.
The results of this model's implementation were conclusive and highly positive. Following the intervention, the students' essays showed a statistically significant improvement across all assessed criteria: structure, coherence, argumentation, and style. Furthermore, the students' own perception was excellent; they reported improvements in their writing skills, autonomy, and teamwork abilities.
The study concludes that the TPD-FLCW is an effective and validated model that not only solves a specific problem but also offers a practical roadmap for educators to enhance writing instruction in the digital age.
---
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), 57–81. https://doi.org/10.5944/ried.27.2.38995
