Collaborative Teamwork. Relationship Between Student’s Perception and Academic Results

Dueñas, José María Meseguer; Molina‐Mateo, José; Gómez-Tejedor, José A.; Ardid, M.; Riera, Jaime; Tort, Isabel; Giménez, Marcos H.; Serrano, Ma Antonia; Vidaurre, Ana

doi:10.21125/iceri.2016.1286

Cited by 2 publications

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“…The Innovative procedures in the learning process comprise a combination of transferable competencies like soft skills or emotional intelligence in the planned course undertaking (Dueñas et. al., 2016).…”

Section: Tablementioning

confidence: 99%

Microclass: A Pedagogical Innovation for Teaching-Learning Process in Science

Saura

Mamaoag

2023

Malaysian Journal of Learning and Instruction

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Purpose - Innovation is imperative to address a wide array of challenges in higher education. The term “microclass” is coined by the researcher to describe the division of a large class into smaller classes, which are handled by student facilitators who have undergone microteaching and performed similar teacher tasks to facilitate students, assessment, discussion, and feedback. Methodology - This was an explorative study and employed the triangulation method (self-designed questionnaire, observation byteacher peers, and semi-structured interview) as well as thematic and descriptive analysis to evaluate the roles of the teacher and student facilitators, level of engagement, and effectiveness of this innovation in the teaching-learning process for the subject, biology. Findings - Data revealed that the role of the teacher and student facilitators concurred to work responsibly in a synergistic manner asimplementers of microclass. The teacher, conducted microteaching, observed, supervised, consulted, and provided feedback to the student facilitators. The student facilitators acted as discussant, motivator, collaborator, coordinator, and executor of initiatives such as scaffolding and pair method throughout the duration and stages of the microclass, resulting in an organized classroom. Furthermore, the microclass was innovatively effective and improved student engagement in the teaching-learning process, which in turn developed soft skills among the students—leadership, commitment and discipline. Significance - It assists science teachers in constructively engaging their students in learning science including boosting students’ softskills, essential for 21st-century skills education and thus warrants further investigation.

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Section: Tablementioning

confidence: 99%

Microclass: A Pedagogical Innovation for Teaching-Learning Process in Science

Saura

Mamaoag

2023

Malaysian Journal of Learning and Instruction

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“…In the university´s learning process, information and communication technologies play an important role (Biggs & Biggs, 1999). Different learning platforms have been designed as a powerful tool, where the main objective is facilitate the teaching and learning processes of the students and improve the teacher-student communication (Armellini & Jones, 2008) Some authors (Domínguez et al, 2013;Liu, Li, & Carlsson, 2010;Meseguer-Dueñas et al, 2016) have described the positive consequence of the students in all education levels such us: motivation, socialization, technological skills, management of information and time and sense of responsibility, when they used the learning platforms. The students are active learners rather than spectators comparing with conventional educational methodologies.…”

Section: Introductionmentioning

confidence: 99%

Is the Lessons tool useful to support students learning?

Garayo¹,

Dueñas²,

Riera³

et al. 2018

Proceedings INNODOCT/18. International Conference on Innovation, Documentation and Education

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Nowadays, Information and Communication Technologies play an important role in the teaching-learning process. Universities have incorporated different platforms specifically designed to educational institutions; among others Moodle and Sakai are being used in Spanish Universities. In particular, the Universitat Politècnica de València has adopted the PoliformaT platform, adapted from Sakai. It consists on different tools that facilitate the teaching and learning processes and the teacher–student communication. It enables teachers to improve their instructional design and it is of key importance in blended learning and flipped classroom approach. Lessons is a specific tool available in PoliformaT, which enables the organization of the different educational resources. It combines lecture slides, video lectures (from the teacher or from others sources), exams (quizzes, self-/peer-assessment), tasks and so on. The extensive use of the online platform in the daily learning of the subject, by several teachers and different student groups, needs to pay special attention to the resources organization. In contrary case, the subject platform can become a mess, losing its usefulness. In this paper, the utilization of Lessons by students in two first course subjects at the Universitat Politècnica de València is studied. The teachers of physics of the Aerospace Engineering Degree and electricity of Electronic and Automatic Engineering Degree have designed the course activities by means of the Lessons tool. There are important research questions related to the Lessons tool: how often, when, and how students access to the different contents?, do they think it is useful? At a second level, one can be asked if student perceptions are related to learning outcomes. We will use students' learning tracks, student’s survey and scores to answer these questions.

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Collaborative Teamwork. Relationship Between Student’s Perception and Academic Results

Cited by 2 publications

References 0 publications

Microclass: A Pedagogical Innovation for Teaching-Learning Process in Science

Microclass: A Pedagogical Innovation for Teaching-Learning Process in Science

Is the Lessons tool useful to support students learning?

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