Adapting a Micro-Flip Teaching with E-Learning Resources in Aerospace Engineering Mathematics During COVID-19 Pandemic

Moraño, José Antonio; Moll-López, Santiago; Sanchez-Ruiz, L. M.; Vega-Fleitas, Erika; López-Alfonso, Salvador; López, María Puchalt

doi:10.1007/978-981-15-9209-6_6

Cited by 4 publications

(7 citation statements)

References 8 publications

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“…Learning is a complex dynamical process in which students gain knowledge, improve, or acquire skills, achieve, or increase competencies, and change or modify habits [1][2][3][4][5]. The learning process runs throughout various activities, such as master classes, problem solving, gamification activities, or lab sessions, where students play a more or less active role with student-centered activities, such as project-based learning, flipped teaching (FT) [6][7][8][9], or a combination of these, with the so-called blended learning (BL) methodologies [10][11][12][13][14][15][16]. Indeed, BL and educational technology have proven to be crucial in the university resilience to cope with the COVID-19 pandemic that irrupted the 2020 academic year [17][18][19][20][21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

et al. 2021

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Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.

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Section: Introductionmentioning

confidence: 99%

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

et al. 2021

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“…The arrival of the COVID-19 pandemic in March 2020 meant a radical change in university education around the world, moving from face-to-face to completely online education, and in this paper, we explored if BL, which encourage an active role of students in their learning process [10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29], and digital technologies facilitate the university resilience under a stressful situation like the one suffered with the COVID-19 irruption.…”

Section: Discussionmentioning

confidence: 99%

“…Years before COVID-19 irrupted, Technical University of Valencia developed Po-liformaT [47], a platform based on Sakai, which gave support to face-to-face teaching, providing collaborative and blended learning (b-learning, or BL for short) to students that were used to dealing with digital technologies in their normal lives. This platform encouraged modes of instruction that engaged students actively and deeply in their learning process [27,29,48,49]. The undergoing usage of PoliformaT eased the migration from a face-to-face based methodology into a 100% online approach with just a few hours advance notice; on the other hand, it also suggested that the vulnerability of the learning space and the need to develop new standards that will remain for certain after the pandemic.…”

Section: Methodsmentioning

confidence: 99%

“…For that reason, some practitioners implement it gradually in some parts of the subject, giving room to measure the impact on the students' learning process. These (small) partial implementations are called micro-FT methodologies [29,63], and may remain as that within a BL methodology or progress to a full FT methodology within two or three academic years.…”

Section: B-learning: Enabler For University Education Resiliencementioning

confidence: 99%

“…These non-positive perceptions did not emerge from an educational landscape with a blended methodology (b-methodology) on stage. Nevertheless, the use of a b-methodology [20][21][22][23][24][25][26][27][28][29], which seemed to be adequate for students to play the main character role in their sustainable own learning process and master the 21st century required competencies [30][31][32][33][34][35], before the pandemic enabled the authors to develop a sensible and steady resilient response in front of a hectic challenge where no available answer was acceptable.…”

Section: Introductionmentioning

confidence: 99%

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B-Learning and Technology: Enablers for University Education Resilience. An Experience Case under COVID-19 in Spain

et al. 2021

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Innovative teaching methodologies begat blended learning, which seems to facilitate engineering students’ achievement of competencies required for the 21st century and has proven to be essential to keep quality standards as university education has suffered the COVID-19 pandemic. In this paper, we approach the use of b-learning and digital technologies before the pandemic started, and how it worked like a vaccine, enabling university education resilience and facilitating the sustainability of the students learning process. A questionnaire-based study is presented, in which the data came from Aerospace Engineering students following a Mathematics subject in a Technological University in Spain. ANOVA and ANCOVA analysis provided a significant difference in the appreciation of the adaptation based on the prior application of b-learning methodologies or more traditional methodologies. Results obtained indicated that the use of digital resources and educational platforms caused a noticeable change in the students’ way of learning, improving habits and digital skills.

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Digital creativity to transform learning: Empowerment from a com-educational approach

Sánchez-López¹,

Río²,

Soares³

2021

Comunicar: Revista Científica de Comunicación y Educación

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Daily media use by an entire generation shows the distance that exists between the reality experienced by young people and the institutions responsible for their education. Formal education is still closely linked to the passive role of literary receivers, ignoring the potential of connected communication for student empowerment. At the same time, there is a growing interest in education from the professional media field. We have called this line of force the com-educational vector. In this study, we aim to describe the potential of a com-educational perspective to favor the empowerment of young people. The implemented methodology combines a chained articulation involving the analysis of multimodal discourse of com-educational platforms with interviews with privileged observers. The results show that the implementation of digital creation can be used for the construction of identity, interaction and socialization of students through emotion, empathy and the capacity for transformation. It enables the establishment of nodes between concepts, relational understanding, meaningful reconstruction and appropriation. It is concluded that, under this proposal, formal education institutions could move from a reactive model to a prospective model, revising the codes of emission and reception, and proposing meanings from creative action and feedback with the community. Los usos mediáticos cotidianos de toda una generación evidencian la distancia que existe entre la realidad que vive la juventud y las instituciones responsables de su formación. La educación formal sigue estrechamente vinculada al rol pasivo de los receptores literarios, obviándose el potencial de la comunicación conectada y la narrativa digital para el empoderamiento del alumnado. Al mismo tiempo, se está produciendo un interés creciente desde el ámbito mediático profesional por la educación. A esta línea de fuerza la hemos denominado vector com-educativo. En esta investigación, tenemos como objetivo describir potencialidades para favorecer el empoderamiento de los jóvenes desde una perspectiva com-educativa. La metodología implementada combina, en una articulación encadenada, el análisis del discurso multimodal de plataformas de carácter com-educativo con entrevistas a observadores privilegiados. En los resultados se explicita que la implementación de la creación digital se puede emplear para la construcción de la identidad, la interacción y la sociabilización del alumnado a través de la emoción, la empatía y la capacidad de transformación. Permite establecer nodos entre conceptos, la comprensión relacional, la reconstrucción significativa y su apropiación. Se concluye que, bajo esta propuesta, las instituciones de educación formal podrían transitar de un modelo reactivo a un modelo prospectivo, revisando los códigos de emisión y recepción, y proponiendo significados desde la acción creativa y la retroalimentación con la comunidad.

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Adapting a Micro-Flip Teaching with E-Learning Resources in Aerospace Engineering Mathematics During COVID-19 Pandemic

Cited by 4 publications

References 8 publications

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

B-Learning and Technology: Enablers for University Education Resilience. An Experience Case under COVID-19 in Spain

Digital creativity to transform learning: Empowerment from a com-educational approach

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