Improving performance in Engineering through blended-learning

Authors

  • Juan Manuel Alducin-Ochoa Universidad de Sevilla,
  • Ana Isabel Vázquez-Martínez Universidad de Sevilla,

DOI:

https://doi.org/10.1344/der.2014.25.87-107

Keywords:

Blended-learning, Face to face, Academic performance, Engineering, Materials Science in Architectural Engineering.

Abstract

This investigation was carried out at the School of Advanced Architectural Engineering at the University of Seville with students registered in Materials Science in Architectural Engineering. We aimed to analyse if significant statistical differences exist in academic results when students receive teaching via face-toface or blended learning methods to be able to adequately design new undergraduate teaching methodologies. The 212 students who make up the sample are those who receive both methods of teaching The design was preexperimental using only one group with pre-test and post-test as well as using descriptive and correlational methods as resources. The results indicate that statistically significant results exist in favour of blended learning.

 

Author Biographies

Juan Manuel Alducin-Ochoa, Universidad de Sevilla,

Arquitecto Técnico, Licenciado en Pedagogía, Doctor en Pedagogía.Profesor Titular de Universidad en el Departamento de Construcciones Arquitectónicas-II de la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Sevilla.Miembro de Consejos de Redacción y evaluador externo de diferentes revistas internacionales indexadas.

Ana Isabel Vázquez-Martínez, Universidad de Sevilla,

Arquitecto Técnico, Licenciada en Pedagogía, Doctora en Pedagogía.Profesora Titular de Escuela Universitaria en el Departamento de Construcciones Arquitectónicas-II de la Escuela Técnica Superior de Ingeniería de Edificación de la Universidad de Sevilla.Miembro de Consejos de REdacción y evaluadora externa de diferentes revistas internacionales indexadas.

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Published

2014-06-25

Issue

Number 25 June 2014 - Monographic: Assessment and Accreditation in MOOCs

Section

Peer Review Articles

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