Applicability of the inverted classroom methodology in the teaching of occupational health and environment
DOI:
https://doi.org/10.56294/saludcyt20251458Keywords:
Higher Education, Environment and Safety, Active Learning, Inverted MethodAbstract
Introduction: the inverse method is currently considered a very effective way of teaching in higher education. However, studies applied to all possible contexts are not available, resulting necessary its application and the reporting of results, which was the main objective of this Case Study.
Method: the inverse method was implemented during 4 consecutive periods in the teaching of occupational safety and health in the industrial maintenance career. For the implementation of the method, the class was extended to a previous period (review of theoretical contents) and a subsequent period (feedback and execution of reinforcement activities) to the classroom meetings, where theory application activities were developed to simulate the actions performed by the safety technician in working life.
Results: data were collected throughout the implementation of the method that allowed analyzing its suitability. Academic performance (71.5%), pass rate (91.8%), teacher evaluation (95.7%) and the results of a satisfaction survey with the applied methodology evidenced the feasibility and efficiency of the method in teaching the subject of occupational health and environment in the context of higher education,
Conclusions: therefore, it is concluded that FL should be implemented in higher education, and similar results are expected under the particular conditions of each university context.
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