BackgroundThe establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor’s help.MethodsThree teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study.ResultsThe results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids.The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group.ConclusionsThis research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.
RESUMENEn este trabajo se pretendía valorar la incidencia de métodos centrados en el aprendizaje sobre diversas capacidades/habilidades del estudiante y sobre su percepción del entorno de aprendizaje diseñado por el profesor. La muestra estuvo constituida por 126 estudiantes de primer curso de la Universidad Católica de Valencia de tres grupos cursando grados de Maestro de Educación Primaria y Educación Infantil, siendo impartida la materia de los grupos de Primaria por un profesor y la del grupo de Infantil por otro. Se utilizó un diseño preexperimental, con medidas de pretest y postest, mediante el cuestionario SEQ; además los alumnos valoraron los métodos utilizados por sus profesores con un cuestionario cuantitativo. También se recogieron datos cualitativos de estudiantes de los tres grupos. Además se
MÉTODOS CENTRADOS EN EL APRENDIZAJE, IMPLICACIÓN DEL ALUMNO Y PERCEPCIÓN
Pretendemos analizar lo que hacen los alumnos con mejor nota de entrada en la universidad que pueda explicar su rendimiento, de cara a precisar modelos eficaces de funcionamiento que se puedan generalizar y enseñar, en la medida de lo posible. Usando el cuestionario CEVAPU (Cuestionario de evaluación de las actitudes ante el aprendizaje de los estudiantes universitarios), evaluamos las actitudes ante el aprendizaje de un grupo de alumnos excelentes, seleccionados de 11 titulaciones de 9 centros de la Universidad Politécnica de Valencia, y comparamos los resultados con un grupo de N similar de alumnos medios de los mismos centros. Encontramos que los alumnos excelentes desarrollaban mejores actitudes que los alumnos medios. Hallamos también que las actitudes ante el aprendizaje tenían influencia en el rendimiento académico. Los datos de que disponemos permiten afirmar que los profesores pueden potenciar las actitudes ante el aprendizaje usando metodologías de enseñanza y evaluación pertinentes.
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