RESUMO
This article presents a simulation model of the effect of the COVID-19 Biosafety protocol in the Queues for the return to face-to-face classes as a basis for the return of educational activities. The restrictive measures to face the COVID-19 pandemic, greatly affected the normality of the development of activities carried out in higher education, constituting a great challenge since the measures and conditions of return and access to institutions are different from what was previously carried out before the pandemic. The objective of this article is to carry out a simulation of queues through SIMIO (Logistics process simulation software), where the number of students expected per day and the average entry times are taken into account to adjust them to an exponential distribution, from this information loaded into the simulation it is They will determine if the times increase or decrease taking into account the theory of queues and conditions presented in the study such as the probability distribution of the times of each of the processes involved in the process of accessing the University facilities.
RESUMO
This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.