Mètodes d'aprenentatge actiu en grups grans d'estudiants repetidors
Resum
Paraules clau
Text complet:
PDF (English)Referències
Abío, G., Alcañiz, M., Gómez-Puig, M., Rubert, G., Serrano, M., Stoyanova, A., and Vilalta-Bufí, M. (2017). Retaking a course in economics: Innovative teaching strategies to improve academic performance in groups of low-performing students, Innovations in Education and Teaching International, forthcoming. https://doi.org/10.1080/14703297.2017.1389289
Bergmann, J., and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, D.C.: International Society for Technology in Education.
Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How-Flipping-the-Classroom/130857/
Biggs, J., and Tang, C. (2011). Teaching for quality learning at university (4th ed.). Maidenhead (UK): McGraw Hill.
Chung, K. (2014). Professors ‘flip’ classrooms, enhance learning. Daily Tar Heel. Retrieved from http://www.dailytarheel.com/article/2014/01/flipped-classrooms-0108
Crouch, C., and Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results, American Journal of Physics, 69, 970–977. https://doi.org/10.1119/1.1374249
Hong, T., and Pham, T. (2013). Using group projects as a strategy to increase cooperation among low- and high-achieving students. Higher Education Research and Development, 32, 993–1006. https://doi.org/10.1080/07294360.2013.806436
King, A. (1993). From sage on the stage to guide on the side. College teaching 41, 30–35. https://doi.org/10.1080/87567555.1993.9926781
Kruger, J., and Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality & Social Psychology, 77, 1121–1134. https://doi.org/10.1037/0022-3514.77.6.1121
Lage, M.J., Platt, G.J., and Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31, 30–43. https://doi.org/10.1080/00220480009596759
Mazur, E. (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Upper Saddle River (USA): Prentice Hall.
McLaughlin, J.C. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77, 1–8. https://doi.org/10.5688/ajpe779196
Michaelsen, L. K., Knight, A. B., and Fink, L. D. (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling (USA): Stylus.
Millis, B. J., and Cottell, P. G. (1998). Cooperative Learning for Higher Education Faculty. Phoenix (USA): Oryx Press.
Missildine, K., Fountain, R., Summers, L., and Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52, 597–599. https://doi.org/10.3928/01484834-20130919-03
Nordberg, D. (2008). Group projects: More learning? Less fair? A conundrum in assessing postgraduate business education. Assessment & Evaluation in Higher Education, 33, 481–492. https://doi.org/10.1080/02602930701698835
Opdecam, E., Everaert, P., and Van Keer, H. (2014). Preferences for Team Learning and Lecture-Based Learning Among First-Year Undergraduate Accounting Students. Research in Higher Education, 55, 400–432.
Pennebaker, J.W., Gosling, S.D., and Ferrell, J.D. (2013). Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps. PLoS ONE, 8(11), e79774. Https://doi.org/10.1371/journal.pone.0079774.
Prieto, A., Díaz, D., Montserrat, J., and Reyes, E. (2014). Experiencias de aplicación de estrategias de gamificación a entornos de aprendizaje universitario. ReVisión, 7(2), 76–92.
Roediger, H. L. III, Putnam, A. L., and Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. Psychology of Learning and Motivation, 55, 1–36. https://doi.org/10.1016/B978-0-12-387691-1.00001-6
Shah, S. Z. A. (2013). The use of group activities in developing personal transferable skills. Innovations in Education and Teaching International, 50, 297–307. https://doi.org/10.1080/14703297.2012.760778
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments, 15, 171–193. https://doi.org/10.1007/s10984-012-9108-4
Wilson, S. G. (2013). The flipped classroom: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40, 193–199. https://doi.org/10.1177/0098628313487461
Yamarik, S. (2007). Does cooperative learning improve student learning outcomes? Journal of Economic Education, 38, 259–277. https://doi.org/10.3200/JECE.38.3.259-277
DOI: https://doi.org/10.1344/reire2018.11.220657
Copyright (c) 2018 Gemma Abío, Manuela Alcañiz, Marta Arespa, Helena Chulià, Marta Gómez-Puig, Ester Manna, Concepció Patxot, Glòria Rubert, Fernando Sánchez-Losada, Mònica Serrano, Alexandrina Stoyanova, Montserrat Vilalta-Bufí

Aquesta obra està subjecta a una llicència de Reconeixement 4.0 Internacional de Creative Commons