Protocol for the implementation of new virtual teaching tools: competences and abilities acquired by students
DOI:
https://doi.org/10.1344/reire2011.4.2425Keywords:
WebQuest, tutor-supervised exercises, protocol, autonomous learning, students’ competences and abilities, university degreeAbstract
Adapting to the new European Higher Education Area (EHEA) has proposed some changes in the focus of university education in our country. Where the teacher was before the protagonist, now is the student who takes the role of main actor of his/her education and learning oriented towards a greater autonomy and reflection. In this context, new technologies offer a wide range of options to improve the training processes. In this sense, the Teaching Innovation Group G•IDEA has been actively involved in this adaptation process, creating numerous digital teaching resources that have been widely tested in several studies of the Facultat d’Economia iI Empresa, at the Universitat de Barcelona. The aim of this paper is to present the protocol designed by the G•IDEA researchers team, to implement these educational tools (WebQuests and tutor-supervised exercises), as well as the results of a satisfaction survey on the competencies and skills acquired by our students in the use of these resources. The results show, firstly, that it was not possible to create a unique protocol to apply to all resources, because of differences in educational objectives of the various teaching tools implemented. Moreover, the assessment that students make use of tools is very high, although there are some differences between the resources analyzed. Knowing the students’ assessment of these resources allows the group of researchers to improve and adapt them to the profile of these students so they can take profit of them.References
Area, M. (2007). «Algunos principios para el desarrollo de “buenas prácticas” pedagógicas con las TIC en el aula». Comunicación y Pedagogía, 222, p. 42-47.
Bures, E.; Abrami, P.; i Amundsen, C. (2000). «Student motivation to learn via computer conferencing». Research in Higher Education, 41 (5), p. 593-621.
Cronje, J. (1995). «Multimedia-Shaping the future of education». Multimedia Conference of AIC Conferences. Sud-àfrica, 30 d’agost. Disponible a: http://hagar.up.ac.za/catts/abc/madnes95.html
Dodge, B. (2010). What is a WebQuest? Disponible a: http://webquest.org/ [accés: setembre de 2010]
Felder, R.; Felder, G.; i Dietz, E. (1998). «A longitudinal study of engineering student performance and retention. V. comparisons with tradicionally-taught students». Journal of Engineering Education, 87 (4), p. 469-480.
Gros, B.; Kirschner, P. (2006). «La recerca sobre la docència a la universitat: l’ús d’entorns electrònics en l’educació superior». Quaderns de Docència Universitària, 7. ICE Universitat de Barcelona.
Hannan, A.; Silver, H. (2005). La innovación en la enseñanza superior enseñanza, aprendizaje y culturas institucionales. Madrid: Nancea.
Herrington, J.; Oliver, R. (1997). «Multimedia, magic and the way students respond to a situated learning environment». Australian Journal of Educational Technology, 13 (2), p. 127-143.
Honebein, P. (1996). «Seven goals for the design of constructivist learning environments», a Brent G. Wilson (ed.), Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Cliffs: Educational Technology Publications, p. 11-24.
Levy, Y. (2007). «Comparing dropouts and persistence in e-learning courses». Computers & Education, 48 (2), p. 185-204.
Maldonado, L.; Díaz, W.; León, I.; Monroy, B.; Rueda, R. (1995). Creación de hipertextos educativos. Nuevas Tecnologías aplicadas a la Educación Superior. Bogotà: ICFES and Pontificia Universidad Javeriana, vol. 5.
Marcelo, C.; Lavié, J. (2000). «Formación y Nuevas Tecnologías: Posibilidades y condiciones de la teleformación como espacio de aprendizaje». Bordón, 52 (3), p. 385-406.
Mauri, T.; Colomina, R.; Martínez, C.; i Rieradevall, M. (2009). «La adquisición de las competencias de autorregulación. Análisis de su concepción y aprendizaje en diferentes estudios universitarios». Revista d’Innovació i Recerca en Educació, 2 (2), p. 33-60.
Mendoza, P.; Galpis, A. (1999). «Ambientes virtuales de aprendizaje: una metodología para su creación». Informática Educativa, 12 (2), p. 295-317.
Parker, A. (1997). «A Distance Education How-To Manual: Recommendations From the Field». Educational Technology Review, 8, p. 7-10.
Quintana, J.; Higueras, E. (2007). «Les Webquests, una metodologia d’aprenentatge cooperatiu, basada en l’accés, el maneig i l’ús d’informació de la Xarxa». Quaderns de Docència Universitària, 11. ICE Universitat de Barcelona.
Ragueras, L.; Verdú, E.; Muñoz, M.; Pérez, M.; Castro, J.; Verdú, M. (2009). «Effects of competitive e-learning Tools on higher education students: a case study». IEEE Transactions on Education, 52 (2), p. 279-285.
Rodríguez, M. (coord.) (2008). Dels estudis universitaris al món del treball. Barcelona: Publicacions i Edicions UB.
Timmerman, B.; Lingard, R. (2003). «Assessment of active learning with upper division computer science students». FIE 33rd Annual Frontiers in Education (FIE’03), 3, S1D-12.
Tuning Educational Structures in Europe II (2005). Final Report. Pilot Project - Phase 2. Disponible a:
http://www.tuning.unideusto.org/tuningeu/index.php?option=com_docman&Itemid=59&task=view_category&catid=19&order=dmdate_published&ascdesc=DESC. [accés: setembre de 2010]
Zimmerman, B. (2000). «Attainment of self-regulation. A social cognitive perspective». A: Boekaerts, A. M.; Pintrich, P. R.; Zeidner, M. (ed.). Handbook of self-regulation. San Diego, CA: Academic Press, p. 13 39.
Downloads
Published
How to Cite
Issue
Section
License
Authors keep authorship rights and confer to REIRE the rights of article’s first publication.
All the contents included into REIRE Revista d’innovació i Recerca en Educació are under Creative Commons 4.0 International license attribution, which allows the article’s reproduction, distribution and public communication, whenever authorship and the journal’s title is quoted.
