Evaluación exploratoria de la participación de estudiantes universitarios en Clase Invertida en modalidad en línea

Saavedra, Rodrigo Quiroz; Fuentes, Tiare Ramírez; Costa, José Gurruchaga; Reyes, Fernando; Marchant, Nicolás

doi:10.21703/0718-5162202202102147007

Cited by 2 publications

(2 citation statements)

References 19 publications

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“…They stand out for their emphasis on collaboration, interaction and constant adaptation, which makes them suitable for rapidly changing environments (Beck, 2001, González, Cabrera, Robles & Belmonte, 2020. Among the best known are the flipped classroom (Yarbro, Arfstrom, Mcknight & Mcknight, 2014;Solier-Castro, Guerrero-Alcedo, Sosa-Rojas, Espina-Romero, Diaz-Vallejos & Fernández-Celis, 2022;Quiroz-Saavedra, Ramírez-Fuentes, Gurruchaga-Costa, Reyes-Reyes & Marchant-Ahumada, 2022), design thinking (Brown, 2008;González-Granados, 2022;Barbosa-Quintero & Estupiñán-Ortiz, 2023), gamification (Deterding, Dixon, Khaled & Nacke, 2011;Prieto-Andreu, Gómez-Escalonilla-Torrijos & Said-Hung, 2022), and m-learning (Zambrano, 2009;Balanyà-Rebollo & de Oliveira, 2022;Araiza-Vazquez, Figueroa-Garza & Pedraza-Sánchez, 2023).…”

Section: As Regards Thementioning

confidence: 99%

Media and information literacy (MIL) and emerging methodologies in early childhood education and primary education degrees in Andalusia

Mendes,

Amar

2024

J. Technol. Sci. Educ.

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Since the 1980s, the growing consumption of media by various segments of the population has been of concern to education experts, who have warned of the need for teacher training to integrate Media and Information Literacy (MIL) in their curricula. In this article we analyse the curricular plans and teaching guides for subjects related to MIL in Early Childhood Education and Primary Education degrees in Andalusia. Through these documents, we seek to identify the presence of AMI in initial teacher training, its characteristics, potential and limits, as well as the emerging methodologies arising from the relationship between technology and education. In methodological terms, we conducted a quantitative analysis, using simple descriptive statistics, combined with a qualitative analysis, using the principles of content analysis, according to Bardin (1991). The data indicate that training for AMI is very uneven across the universities and courses analysed. Moreover, most of the subjects related to AMI are optional and deal mainly with aspects related to the presence of technology as a support for teaching, with little presence of emerging methodologies, which leads to a marginalisation of aesthetic training and critical training of future teachers for and with the media.

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Section: As Regards Thementioning

confidence: 99%

Media and information literacy (MIL) and emerging methodologies in early childhood education and primary education degrees in Andalusia

Mendes,

Amar

2024

J. Technol. Sci. Educ.

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“…Las herramientas digitales que se utilizaron fueron elegidas por ser las que conocían las docentes y ya habían sido testadas en cursos anteriores, así como por otros investigadores de referencia (Caballero et al, 2022;Gokbulut, 2020;Guzmán et al, 2018;Pichardo et al, 2021;Quiroz et al, 2022;Ruiz-Loor e Intriago-Romero, 2022;Serrano y Casanova, 2018;Walls Aurioles, 2021).…”

Section: Instrumentos De Medidaunclassified

El poder transformador de las TIC en el desarrollo de la competencia metacognitiva en Educación Superior

Jiménez Rodríguez,

Vite García,

Calaforra Faubel

2024

RiiTE

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The continuous advancement of technology and the worldwide COVID-19 pandemic have led to a rapid and dizzying implementation of Information and Communication Technology in classroom at all educational levels. This transformation has significantly altered the teaching and learning processes, impacting the educational experiences of both students and educators. The present study was conducted in classroom during the academic year 2021-2022 in the subject named "Basic Psychology" in the first year of the degree program at the Faculty of Social Work of the Complutense University of Madrid. The overall objective was to analyze the impact of using ICT tools on the metacognitive competencies of higher education students, specifically at a university level. The methodology employed primarily consisted of quantitative analysis, complemented by qualitative insights through the administration of various questionnaires to students regarding the usability of digital tools, their benefits concerning organization, regulation, and potential evolution of their subject studies using these resources. The sample comprised four groups of first-year degree students: two morning groups and two afternoon groups, totaling 169 subjects. The primary finding of this study is that most students indeed found the use of digital tools (referred to as Digital Educational Satellites) highly useful and reported experiencing positive academic progress. Hence, it can be indicated that Digital Educational Satellites facilitate and enhance the active acquisition of knowledge, fostering the development of organization and self-regulation of learning processes. El continuo avance de la tecnología y la pandemia que se ha vivido a nivel mundial por COVID-19, ha hecho que se implementara a un ritmo vertiginoso el uso de las Tecnologías de la Información y la Comunicación en las aulas de todos los niveles educativos, lo que ha transformado los procesos de enseñanza-aprendizaje modificando la vida educativa del estudiantado y profesorado. El presente estudio se realizó en el aula de clase durante el año académico 2021-2022 en la asignatura denominada Psicología Básica en 1º de grado en la Facultad de Trabajo Social de la Universidad Complutense de Madrid. El objetivo general ha sido analizar la incidencia del uso de herramientas tecnológicas en las competencias metacognitivas de estudiantes de educación superior, concretamente en un nivel universitario. La metodología empleada ha sido un análisis cuantitativo, mayoritariamente, y cualitativa a través de la aplicación de diversos cuestionarios al alumnado en relación con la usabilidad de herramientas digitales, beneficios en cuanto a la organización, regulación y posible evolución del estudio de la materia utilizando estos recursos. La muestra ha estado compuesta por cuatro grupos de estudiantes de primer curso de grado: dos grupos del turno de mañana y dos grupos de tarde, conformando finalmente un total de 169 sujetos. El principal resultado de este estudio es que la mayoría del estudiantado sí han considerado de gran utilidad el uso de las herramientas digitales (denominadas Satélites Educativos Digitales) y han afirmado haber tenido una evolución positiva en su rendimiento. Por lo que se puede indicar que los Satélites Educativos Digitales facilitan y mejoran la adquisición del conocimiento de una forma activa, fomentando el desarrollo de la organización y autorregulación del aprendizaje.

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Evaluación exploratoria de la participación de estudiantes universitarios en Clase Invertida en modalidad en línea

Cited by 2 publications

References 19 publications

Media and information literacy (MIL) and emerging methodologies in early childhood education and primary education degrees in Andalusia

Media and information literacy (MIL) and emerging methodologies in early childhood education and primary education degrees in Andalusia

El poder transformador de las TIC en el desarrollo de la competencia metacognitiva en Educación Superior

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