Flipped classroom and cooperative learning in postgraduate studies: an experience at the University of Informatics Sciences

Resumen

The objective of this article is to analyze the effectiveness of the Flipped Classroom and cooperative learning as didactic strategies in a subject of the postgraduate course: The classroom in the contemporary university. The research was developed at the University of Informatics Sciences (Cuba). The methods used were historical-logical, synthetic analytical, inductive-deductive, participant observation, a student questionnaire, percentage analysis and Iadov's technique. The results obtained show that the Flipped Classroom approach and cooperative learning are effective for the achievement of learning and the development of skills in students. It is concluded that it gives an active role to students in the construction of their learning and reassigns a role of mediator to the postgraduate teacher. The students have a satisfactory assessment of the experience.