Proceedings of The 4th International Conference on Applied Research in Education
Flipped Learning Method Based on The Review of Scientific Papers for Master’s Students
Miguel Ferrando-Rocher, Stephan Marini
Reviewing technical documents in very specialized fields of knowledge should be entrusted to professionals who have an expert eye to make an objective and accurate assessment of the paper under review. However, it is also true that when reviewing a scientific document, even with all the appropriate knowledge, the experiment or particular approach proposed by the authors can always be revealing and novel for the reviewer. This peer-review process gives rise to an enriching exchange of questions and answers to achieve the most precise possible text for the respective scientific community. This peer review activity has been successfully transferred to the classroom but is more focused on a review of students’ work. However, we believe that always from an educational level, it can be equally interesting to initiate Master’s students in a simple review, adapted to their level of knowledge, of an outside scientific text, adequately formatted and with content that they can identify, distinguish and discuss. Specifically, this activity has been carried out in Radiocommunication Technologies I of the Master in Telecommunication Engineering at the University of Alicante (Spain).
keywords: active learning, learning strategies, higher education, peer-review, self-regulated learning.