Impact of using classroom response systems on students' entrepreneurship learning experience

Wu, Yuheng; Wu, Tienhua; Li, Yibin

doi:10.1016/j.chb.2017.08.013

Cited by 96 publications

(86 citation statements)

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“…De acuerdo con los resultados de la investigación, se puede afirmar que los estudiantes de UPIICSA no hacen uso de las aulas virtuales para su educación, siendo esta situación contraria a lo sugerido por la UNESCO (2015), además teniendo en cuenta los resultados de las Fig. 1, 2 y 3 se aprecia que más del 90% de los alumnos no usan las aulas virtuales Schoology, Modle y Edmodo, a pesar de que se ha demostrado su efectividad justo como lo exponen diversos autores (Almarabeh et al 2014;Schoology, 2014;Anshari et al, 2015;Caputi y Garrido, 2015;Oman, 2015;Trust, 2017y Vicent et al, 2015, además de que revitalizan el aula desocupada (Yamashita, 2017), y se pueden utilizar laboratorios virtuales (Kankare y Kasurinen, 2017 Respecto al promedio académico de los estudiantes se puede afirmar que el uso de las aulas virtuales puede ser una oportunidad de mejora en el rendimiento académico de los alumnos, ya que este podría aumentar si se hace uso de las aulas virtuales, pues esto ya fue comprobado por algunos autores (Popescu y Navarro, 2005;Viada González et al, 2011, Rueda et al, 2017y Wu et al, 2017. Cabe señalar que las aulas virtuales son de fácil acceso a internet con un gran contenido y que además ofrecen una gran cantidad de herramientas (Lara, 2002, Avello Martínez y Duart, 2016Clark y Mayer, 2016;).…”

Section: Resultsunclassified

“…11 Nº 5 -2018 causas del éxito de Edmodo dentro de las comunidades estudiantiles es que utiliza la Gamificación aplicada al aprendizaje, gracias a la Gamificación los profesores son capaces de otorgar pequeños reconocimientos virtuales a los alumnos, los cuales aumentan los niveles de motivación y compromiso de los alumnos con su propio aprendizaje. Además, los estudiantes experimentan un aprendizaje innovador, activo y profundo en un aula virtual, independientemente de la hora y su ubicación (Wu et al, 2017).…”

Section: Edmodounclassified

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Aulas Digitales en la Educación Superior: Caso México

2018

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ResumenEl objetivo de esta investigación es conocer el impacto del uso de las aulas virtuales en la educación superior. Se realizó una investigación descriptiva y cuantitativa en el Instituto Politécnico Nacional (IPN) en México, dentro de la Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas (UPIICSA). Se realizó una encuesta a una muestra aleatoria de 428 alumnos. Los resultados muestran que los alumnos de UPIICSA no usan las aulas virtuales, el promedio académico es de 7.98 y 36% de los estudiantes tienen materias reprobadas. Se concluye que las aulas virtuales no son usadas por los estudiantes, pues estas no han sido implementadas por los profesores. Sin embargo, si se hiciera uso de estas tecnologías, los alumnos podrían incrementar su rendimiento académico aprovechando los elementos y recursos que ofrece esta tecnología para incrementar su rendimiento académico. AbstractThe objective of this research is to know the impact of the use of virtual classrooms in higher education. A descriptive and quantitative research was carried out at the National Polytechnic Institute (IPN) in Mexico, within the Interdisciplinary Professional Unit of Engineering and Social and Administrative Sciences (UPIICSA). A random sample of 428 students was surveyed. The results show that UPIICSA students do not use virtual classrooms, the academic average is 7.98 and 36% of students have failed subjects. It is concluded that virtual classrooms are not used by students, as they have not been implemented by teachers. However, if these technologies were used, students could increase their academic performance by taking advantage of the elements and resources offered by this technology. to increase their academic performance.

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Section: Resultsunclassified

Section: Edmodounclassified

Aulas Digitales en la Educación Superior: Caso México

2018

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“…If part of the learning activity in class has to be completed and transferred to students' preparatory work prior to attending the class, it is important to know more about how much preparatory work is enough for students to really benefit from flipped classroom instruction. Wu, Wu, and Li (2017) observed that some students refused to join the class. Chuang (2017) also noted that despite the flipped classroom's potency to enhance students' overall learning outcomes, many students do not believe that flipped classrooms-which depend heavily on the collaborative preparative work between high achievers and lower achievers before class-"could stimulate their learning motivation… [and] increase their interest in and enjoyment of the class lectures" (p. 654).…”

Section: Effects Of Perceived Workload Prior To Classmentioning

confidence: 99%

High and Low Achievers’ Accepted Workload, Preferred Work Form, and Perceived Usefulness in Flipped Classrooms

Chen¹,

Liu²

2019

The Journal of AsiaTEFL

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Recently, flipped classrooms have received increasing research interest in various disciplines (Gaughan, 2014). Although researchers have identified major psychological factors affecting the quality of the flipped classroom, these factors have not been systematically or simultaneously examined. Drawing on the questionnaire data obtained from 39 university second-language learners of different achievement profiles, this study explores the relative effects of students' accepted workload, preferred form of work (group vs. individual) and perceived usefulness of flipped classrooms on these learners' perceptions and acceptance of a flipped classroom. Additionally, based on these university L2 learners' questionnaire responses, we examined if achievement levels (high vs. low achievers) would modulate the effects of the aforementioned factors. The results showed that high achievers could accept 2 hours of preparatory work prior to class, but that low achievers could only accept 1 hour of work. Additionally, while high achievers prefer individual work, low achievers like to work in groups. Based on the findings of the study, pedagogical implications for the implementation of the flipped classroom for mixed-level students are discussed.

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“…Second, applying ICT tools to help students build their own learning approach and encourage collaboration with others enables students to discover multiple perspectives on a particular issue [25]. Finally, the acceptance of high-level learning activities positively affects the students' willingness to use ICT tools [30]. Some participants also stated in their reflection reports that tools that can be implemented would be helpful for their future.…”

Section: Instructional Implicationsmentioning

confidence: 99%

“…Bartsch and Murphy [36] surveyed 52 college students in an experimental design and found that students that used a Classroom Response System (CRS) had relatively higher achievement scores at the end of the course, supporting CRS as a tool for student feedback and engagement. Wu, Wu and Li [30] proposed that CRS promotes interaction between students and course content, improves students' motivations to strengthen their entrepreneurial skills and increases students' engagement in knowledge acquisition.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship Education: An Experimental Study with Information and Communication Technology

Yuan

Pan

2018

Sustainability

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Entrepreneurship has been regarded as a new science in the promotion of economic development, which has led to rapid development in entrepreneurship education. The growing number of students enrolled in entrepreneurship programs creates unprecedented challenges on educators. Although multiple teaching and learning activities are adopted in entrepreneurship education, these are mainly carried out using traditional classroom lectures, case studies and group discussions. Nowadays, information & communication technology (ICT) is used to enhance the effectiveness of traditional teaching methods and competency training. PowToon is a web-based ICT tool that hat allows teachers and students to quickly and easily create animated presentations. Using quasi-experimental design and qualitative method, this study is to examine whether PowToon is an effective tool for business plan presentation. The study find that the animated presentations attracted more investment than the groups that did not prepare animated videos. It reflects that developed videos which helps entrepreneurial team to better deliver their business ideas to investors in a well-thought out way. In addition, the results of the study show that individuals who generate a business idea did not necessarily significantly influence their investment decisions. Our findings challenge the concept on self-biases evaluations of the economic potential of their own business ideas. Finally, the students were very willing to adopt new ways of delivering their business ideas. create opportunities for governments to improve efficiency and strengthen their management and operations [18]. Many studies have confirmed that ICT increases procedural efficiency, customer service quality and reduces costs as well as positively influencing corporate performance, such as productivity, profit, market value and market share [12,19].ICT also could benefit teachers, promote learning and improve learning outcomes, particular at the elementary and high school levels [13]. Although higher education is where new knowledge is supposed to be created and acquired, it rarely is successfully applied to teaching activities [20]. Furthermore, higher education classes are more likely than elementary or high school classes to be large, which suggests relatively lower quality teacher-student interaction and relatively more common teacher-centered learning.The common course formats and key features of business courses include business plan (BP) development and pitch competitions [6]. BPs usually are employed to raise capital and plan for future developments. Recently, the idea of "crowdfunding" has rapidly spread around the world. The idea is to give individual investors opportunities to apply a relatively small amount of capital to fund new or expanding businesses [21]. If you were to ask investors whether the crowdfunding platform or the fundraising team was more important, many of them would tell you that the key is to display a video [22].PowToon is a cloud-based ICT tool that hat allows teachers and...

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Impact of using classroom response systems on students' entrepreneurship learning experience

Cited by 96 publications

References 37 publications

Aulas Digitales en la Educación Superior: Caso México

Aulas Digitales en la Educación Superior: Caso México

High and Low Achievers’ Accepted Workload, Preferred Work Form, and Perceived Usefulness in Flipped Classrooms

Entrepreneurship Education: An Experimental Study with Information and Communication Technology

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