Diseño y validación de un cuestionario que mide la percepción de efectividad del uso de metodologías de participación activa (CEMPA). El caso del Aprendizaje Basado en Proyectos (ABPrj) en la docencia de la contabilidad

Gallego, Amalia Carrasco; Anes, José Antonio Donoso; Duarte-Atoche, Teresa; Borreguero, José Julián Hernández; Gavira, Rosario López

doi:10.15446/innovar.v25n58.52439

Cited by 12 publications

(3 citation statements)

References 24 publications

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“…The course is based on PBL [47], with students in collaborative work groups who develop two different projects throughout the year. It is the students who look for solutions to the problems that arise, generate questions, debate ideas, design plans, research data, present their results to others and, in short, generate a better final product on very real issues that are related to the future employment framework, once they graduate [48].…”

Section: Bim and Active Teaching Methodologiesmentioning

confidence: 99%

BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

et al. 2021

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COVID-19 had a major impact on the 2030 Agenda for Sustainable Development, and it produced a crisis in Goal 4, which is aimed at ensuring quality education, among others. In this work, a university experience that aims to solve the challenges in this complicated context by means of BIM technology is presented. On the one hand, this study focuses on the development of teaching by means of active methodologies based on real projects through BIM models, using the latest information and communication technologies, and on the other hand, it focuses on the management of the education center by means of a virtual BIM building. This allowed for, among other things, tackling the sustainable management of the measures required to prevent contagion. These BIM models made it possible, for example, to optimize spaces while maintaining social distances between occupants, to simulate the best options for classroom ventilation, and to optimize special cleaning and disinfection resources. Students who developed their learning through these BIM virtual models were not restricted in receiving online classes; they learned to collaborate from anywhere in the world, acquiring skills that allow them to effectively face real situations that are as complicated as COVID-19.

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Section: Bim and Active Teaching Methodologiesmentioning

confidence: 99%

BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

et al. 2021

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“…Cottel and Millis [21], Delgado and Castrillo [22], Herrada y Baños [11] Carrasco et al [23], Palazuelos et al [24] Problem-based learning Adler and Milne [25], Stanley and Marsden [26], Wilkin [27], Delgado y de Justo [28], Hincapié et al [29], Gil-Galvan et al [30] Case Method Hassall and Milne [31], Azofra et al [32], Alsalman [33], Ktoridou et al [34], Jhala and Mathur [35] Peer learning Adler and Milne [25], Zhang et al [36] Serious Games Bakan and Bakan [37], Calabor et al [38], Zainuddin [39] Others: teamwork, tutorials, active seminars, one minute paper, etc.…”

Section: Cooperative Learning and Learning By Projectsmentioning

confidence: 99%

Active Participation and Interaction, Key Performance Factors of Face-to-Face Learning

2022

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During the last decade and, particularly, from the restrictions on mobility brought by the COVID-19 pandemic, online and digital teaching is positioning itself as an alternative to face-to-face teaching. As of today, however, the soundness of this alternative teaching in terms of learning outcomes and students’ success is not yet clear, even though it is particularly important, since it may determine future teaching plans, strategies and methodology. This article presents the results of a teaching research project analyzing the impact of active participation and face-to-face interaction of students on their performance from a quantitative approach. Through an empirical study carried out with several groups of university students in financial accounting over a four-year period, we analyze the effect of including face-to-face techniques of participation and teaching innovation on students’ success and performance. The quantitative results indicate a significant improvement in all the indicators of the “experimental” groups, compared to face-to-face standard teaching groups and streaming teaching groups. By enhancing active participation, better marks and performance are achieved, especially in the continuous evaluation system. The qualitative results, based on the opinion of the students, also indicate their preference for models of active participation and interaction, as well as their positive perception of the success of the initiative. The advantages derived from innovative face-to-face teaching are evidenced since it favors group interaction and active participation of the students, which are crucial elements for performance and academic success.

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“…Por otra parte, el alumno percibe que el tiempo y la dedicación de esfuerzos a la asignatura ha aumentado como consecuencia de las técnicas utilizadas, aunque el 100% de los alumnos encuestados afirma que le ha gustado la experiencia de combinar varias técnicas docentes en la impartición y desarrollo de la asignatura, considerando que el trabajo tanto dentro como fuera del aula ha mejorado y motivado su aprendizaje de forma importante. Los resultados están en línea con estudios previos sobre técnicas de aprendizaje cooperativo (Albelda y Flórez, 2010; Calabor et al, 2010, Carrasco et al, 2010 en los que se evidencia que los estudiantes encuestados afirman que las técnicas empleadas mejoran su motivación por la asignatura y su comprensión de los contenidos.…”

Section: Conclusionesunclassified

La opinión de los alumnos sobre el uso de técnicas de aprendizaje cooperativo en la docencia de contabilidad

María Luz,

Antonia,

María Emma

I Congreso Internacional De Innovación Docente

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Indique uno o varios de los siete Temas de Interés Didáctico:[x ] Actividades para el desarrollo de trabajo en grupos, seguimiento del aprendizaje colaborativo y experiencias en tutorías. Resumen.El Espacio Europeo de Educación Superior está motivando y promoviendo un papel activo del alumno en su proceso de aprendizaje. En este contexto las Técnicas de Aprendizaje Cooperativo suponen unos instrumentos útiles para el desarrollo de competencias específicas y transversales. El objetivo de este trabajo es exponer los resultados obtenidos

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Diseño y validación de un cuestionario que mide la percepción de efectividad del uso de metodologías de participación activa (CEMPA). El caso del Aprendizaje Basado en Proyectos (ABPrj) en la docencia de la contabilidad

Cited by 12 publications

References 24 publications

BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

Active Participation and Interaction, Key Performance Factors of Face-to-Face Learning

La opinión de los alumnos sobre el uso de técnicas de aprendizaje cooperativo en la docencia de contabilidad

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