The flipped classroom: A strategy to enhance the teaching-learning process in the Entrepreneurship subject
Keywords:
Teaching and Learning Process, Teaching Strategy, Educational Technology, Flipped ClassroomAbstract
Introduction: This article investigated the implementation of the flipped classroom as a teaching strategy to improve the teaching and learning process of the Entrepreneurship course for first-year high school students at the Colegio Integral Sudamericano in Ecuador. Materials and methods: The research was framed as a descriptive and explanatory study with a mixed-methods approach (quantitative and qualitative). This approach allowed for the description and analysis of the impact of the flipped classroom strategy on the teaching and learning process of the Entrepreneurship course for first-year high school students. The population consisted of 18 first-year high school students and 4 teachers who taught the Entrepreneurship course. The sample was selected purposively and comprised the 18 first-year high school students and the 4 teachers who taught the Entrepreneurship course. Results: The main purpose of this study was to develop a teaching strategy that would enhance the learning process of Entrepreneurship for first-year high school students, based on the flipped classroom model. Discussion: The proposed strategy, structured in three phases (preparatory, executive, and evaluative), proved effective in increasing active participation, improving academic performance, and developing practical skills through the design of business plans. Conclusions: The main challenges identified were the digital divide and the need for teacher training. However, the study concluded that the flipped classroom, implemented with an appropriate pedagogical design and institutional support, represents a viable alternative for transforming entrepreneurship education in Ecuadorian contexts.
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