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Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

Author

Listed:
  • Ana Lendínez Turón

    (Departamento de Didáctica y Organización Escolar, Universidad de Granada, 18071 Granada, Spain)

  • José Manuel Ortiz Marcos

    (Departamento de Didáctica y Organización Escolar, Universidad de Granada, 18071 Granada, Spain)

  • Oswaldo Lorenzo Quiles

    (Departamento de Didáctica y Organización Escolar, Universidad de Granada, 18071 Granada, Spain)

  • Fiorela Anaí Fernández-Otoya

    (Departamento de Humanidades, Universidad Católica Santo Toribio de Mogrovejo, 14012 Chiclayo, Peru)

Abstract

The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

Suggested Citation

  • Ana Lendínez Turón & José Manuel Ortiz Marcos & Oswaldo Lorenzo Quiles & Fiorela Anaí Fernández-Otoya, 2024. "Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers," Societies, MDPI, vol. 14(5), pages 1-12, May.
    • Handle: RePEc:gam:jsoctx:v:14:y:2024:i:5:p:68-:d:1395191
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    References listed on IDEAS

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    1. Arfan Shahzad & Rohail Hassan & Adejare Yusuff Aremu & Arsalan Hussain & Rab Nawaz Lodhi, 2021. "Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(3), pages 805-826, June.
    2. Zhong Linling & Rohaya Abdullah, 2023. "The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review," SAGE Open, , vol. 13(1), pages 21582440221, January.
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