Percepción de estudiantes sobre el uso del videoblog como recurso digital en educación superior

Magaña, Ernesto Colomo; Méndez, Vicente Gabarda; Ariza, Andrea Cívico; Monzonís, Nuria Cuevas

doi:10.12795/pixelbit.74358

Cited by 24 publications

(8 citation statements)

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“…In order to measure students' perception of the usefulness of the flipped classroom methodology, the instrument validated by [89] was applied. Different proposals for the evaluation of didactic resources, strategies, and methodologies were included in its construction [90][91][92], as well as the Common Framework for Digital Teaching Competence [93].…”

Section: Instrumentmentioning

confidence: 99%

“…Taking into account these aspects, our study parts from the interest in analyzing professionals' perception of education in the process of training on this method. In this case, the novelty lies in the fact that the participants' evaluations will be carried out with respect to an instrument [89] that analyzes this methodology from the communicative, instrumental, and pedagogical points of view. In this way, we can differentiate whether the positive or negative vision depends on the possibilities of interaction and relationship that the flipped methodology facilitates, on its operability when implemented in the formative context, and on its impact on factors that constitute the teaching-learning process.…”

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confidence: 99%

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University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

et al. 2020

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In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

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Section: Instrumentmentioning

confidence: 99%

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confidence: 99%

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

et al. 2020

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“…De la misma forma, diferentes autores han ampliado las diferentes propuestas identificadas anteriormente proponiendo una lista bastante exhaustiva de e-actividades que pueden realizar para la evaluación de los estudiantes en contextos de formación (Cabero, 2014;Colomo Magaña et al, 2020;Barroso, 2017). Se proponen las siguientes: proyectos de trabajo, visitas a sitios webs, realización y construcción de ejemplos, análisis de imágenes y clip de vídeos, estudios de casos, búsqueda adicional de información o de ejemplos, trabajar con un caso para resolver un problema y contribuir con materiales adicionales materiales para que el caso sea usado por otros, participar en una situación de juego de roles y guardar los resultados de otros para considerarlos, crear un informe para ser usado como recurso de aprendizaje por otros, crear productos, tales como multimedia o su diseño, que también pueden ser utilizados por otros, extender y aplicar principios teóricos a nuevos escenarios y añadir estos resultados, participar en una discusión y grabar los aspectos claves para ser usados por otros, solución de problemas, análisis de objetos y documentos, reunión de datos y síntesis, estudio de casos, laboratorios virtuales y viajes al campo, solucionario de puzles, preguntas incorporadas en vídeo con programas como Edupuzle o HP5, o aplicaciones de gamificación.…”

Section: Las E-actividades: Su Tipologíaunclassified

La evaluación de la educación virtual: las e-actividades

Cabero‐Almenara

Palacios-Rodríguez

2021

RIED

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Una de las fases del proceso de instrucción que menos cambios ha sufrido a lo largo de la historia ha sido la de la evaluación. En un contexto virtual, una de las preocupaciones que muestran los docentes respecto a la evaluación se relaciona con las problemáticas de su implementación y la vertebración de diferentes e-actividades. Por e-actividades se entienden todas las tareas desarrolladas por el estudiante de forma individual o colectiva en un entorno digital, y que están destinadas a obtener un aprendizaje específico. Son, por tanto, el vínculo que une la enseñanza y el aprendizaje en la denominada Sociedad del Conocimiento. En esta línea, este artículo trata de realizar una panorámica por el fenómeno de las e-actividades dentro de los entornos virtuales de aprendizaje. Para ello, realiza una síntesis de los principales estudios sobre el tema en cuanto a definición, tipología, selección y análisis. Los resultados ofrecen un recorrido que avala la importancia de estos recursos como objetos de aprendizaje auténtico. Por este motivo, es necesario que los docentes desarrollen competencias en cuanto a su selección, creación, modificación y evaluación. En esta línea, se esbozan diferentes criterios a tener en cuenta y que se pueden movilizar para el desarrollo de dichas competencias clave.

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“…This question is also supported by [26], since it allows, in addition to monitoring, to redirect unwanted situations in practice centers from a distance. On the other hand, students also find advantages in its use since it allows them to integrate knowledge and reflect on their learning process [27]. However, in the research, a different model is proposed through a discussion forum.…”

Section: Introductionmentioning

confidence: 99%

Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

et al. 2021

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The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

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Percepción de estudiantes sobre el uso del videoblog como recurso digital en educación superior

Cited by 24 publications

References 0 publications

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

La evaluación de la educación virtual: las e-actividades

Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

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