Peer-Project Learning methodology: an innovative implementation of the teaching-learning process at the university level in Ecuador
The general structure of the peer-project learning methodology (PPL) is presented in order to offer an alternative educational model, supported by technology, for higher education in Latin America. The PPL is a student-centered active learning model that allows teach ers to change their traditional...
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| Autores principales: | , , , , , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35283 |
| Aporte de: |
| Sumario: | The general structure of the peer-project learning methodology (PPL) is presented in order to offer an alternative educational model, supported by technology, for higher education in Latin America. The PPL is a student-centered active learning model that allows teach ers to change their traditional role of transmitter of knowledge to the role of administrator of the educational process supported by information technology. Implemented in 2015 by Professor Florencio Pinela, the APP methodology has been adapted to the academic needs of higher education institutions in Ecuador, combining technological tools with the relevant characteristics of the interactive models of instruction by pairs and flipped classroom, adding a practical-experimental component to the teaching-learning process. |
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