Diseños de campus virtual: descripción de la oferta actual en la enseñanza de las Ciencias Experimentales y su influencia en el uso por parte del alumnado universitario
Virtual Campus designs: Description of the current offer in Experimental Sciences teaching and its influence on university students' use
DOI:
https://doi.org/10.1344/did.2017.2.119-133Keywords:
virtual campus, moodle, chemistry, experimental sciences, didacticsAbstract
Currently, university face-to-face studies massively use online learning management platforms as supporting software for teaching. This research, a descriptive and quantitative one, shows the current situation with regard to the materials offered in Virtual Campus for teaching Chemistry at a university educational level. To do so, the contents of 63 Virtual Campuses of first and second courses’ subjects belonging to six faculties of the University of Barcelona are analysed. In a second phase, the relationship between different educational designs and students’ motivation in the use of the virtual part of Experimental Sciences subjects is analysed. Results show that most Virtual Campuses are used as a simple information repository, being questionnaires the active learning tool most used. The most well thought-out designs favour the use of the Virtual Campus, being this factor as or more determining than the very presence of these educational tools.References
Anguita, R., García, S., Villagrá, S. y Jorrín, I. M. (2009). Wikis y aprendizaje colaborativo: lecciones aprendidas (y por aprender) en la facultad de educación. Revista de Docencia Universitaria, 7(5).
Arnal, J., Rincón, D. del. , y Latorre, A.A. (1992). Investigación educativa fundamentos y metodologías. Labor.
Bartolomé, A. (2004). Blended learning: conceptos básicos. Pixel-Bit: Revista de Medios y Educación,
23, 7–20.
Bell, D. (1976). The coming of the post-industrial society. New York: B. Books.
Bisquerra, R. (1989). Métodos de investigación educativa: guía práctica. Barcelona: CEAC.
Blanco Abellán, M., Estela Carbonell, M. R., Ginovart Gisbert, M., y Saà Seoane, J. (2009). Computer assisted assessment through Moodle quizzes for calculus in an Engineering Undergraduate Course. Quaderni Di Ricerca in Didattica 19(2), 78-83. GRIM (Departament de Matemàtiques, Universitat de Palermo, Itàlia).
Bonk, C. J., Graham, C. R., Cross, J., y Moore, M. G. (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer.
Brodsky, M. W. (2003). Four blended learning blunders and how to avoid them. Learning Circuits, 4(11).
Capterra (2013). Best LMS (Learning Management System) Software. 2016 Reviews of the Most Popular Systems. Recuperado el 23 de diciembre de 2016, de http://www.capterra.com/learning-
management-system-software/#infographic
Castells, M. (2010). The rise of the network society. Oxford: Blackwell Publishers.
Christie, M., y Jurado, R. G. (2009). Barriers to innovation in online pedagogy. European Journal of Engineering Education, 34(3), 273–279.
Coates, H., James, R., y Baldwin, G. (2005). A critical examination of the effects of learning management systems on university teaching and learning. Tertiary Education and Management,
11(1), 19–36.
Cohen, L. y Manion, L. (1990). Métodos de investigación educativa. Madrid: La Muralla.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods Approaches. Thousand Oaks, California: SAGE Publications.
Declaración de Bolonia (1999). Bolonia: Reunión de Ministros de Educación de la Unión Europea.
Dillenbourg, P., Schneider, D. y Synteta, P. (2002). Virtual Learning Environments. En 3rd Hellenic Conference Information & Communication Technologies in Education (p. 3–18). Rhodes, Greece: Kastaniotis Editions, Greece.
Emelyanova, N., y Voronina, E. (2014). Introducing a learning management system at a Russian university: Students’ and teachers’ perceptions. The International Research in Open and Distributed Learning, 15(1).
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Garrison, D. R., y Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.
Graham, C. R. (2009). Blended Learning Models. En Mehdi Khosrow-Pour (Ed.), Encyclopedia of information science and technology, (second ed.), Vol. 7, (p. 375–382). IGI Global.
Gros Salvat, B. (2004). La construcción del conocimiento en la red: límites y posibilidades. Recuperado el 22 de enero de 2016 de http://campus.usal.es/~teoriaeducacion/rev_numero_05/
n5_art_gros.htm
Hacia el Espacio Europeo de Educación Superior: respondiendo a los retos de un mundo globalizado. (2007). Londres: Reunión de Ministros responsables de Educación Superior de la Unión Europea. Recuperado de http://tecnologiaedu.us.es/mec2011/htm/mas/2/21/5.pdf
Hargreaves, A. (2003). Enseñar en la sociedad del conocimiento: la educación en la era de la inventiva. Octaedro.
Hölbl, M., y Welzer, T. (2015). Students’ feedback and communication habits using Moodle. Elektronika Ir Elektrotechnika, 102(6), 63–66. http://doi.org/10.5755/J01.EEE.102.6.9354
Kalayci, S., y Humiston, K. R. (2015). Students’ attitudes towards collaborative tools in a virtual learning environment. Educational Process: International Journal ISSNPrint) Journal Educational Process: International Journal EDUPIJ, 4(4), 2147–901.
Kibble, J. (2007). Use of unsupervised online quizzes as formative assessment in a medical physiology course: effects of incentives on student participation and performance. Advances in Physiology Education, 31(3), 253–60.
La interacción del sistema universitario español en el Espacio Europeo de Educación Superior. (2003). Madrid: Ministerio de Educación, Cultura y Deporte. Recuperado de http://tecnologiaedu.
us.es/mec2011/htm/mas/2/21/6.pdf
Lerís, D., Vea, F. y Velamazán, Á. (2015). Aprendizaje adaptativo en Moodle: tres casos prácticos. Education in the Knowledge Society (EKS), 16(4), 138–157.
Marín, J., Barlam, R. y Oliveres, C. (2011). Enseñar en la sociedad del conocimiento. Reflexiones desde el pupitre. Barcelona: Horsorio.
McNulty, J. A., Espiritu, B. R., Hoyt, A. E., Ensminger, D. C. & Chandrasekhar, A. J. (2015). Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course. Anatomical Sciences Education, 8(1), 37–44.
Miyazoe, T., y Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185–199.
Moodle (2014). Quiz module - MoodleDocs. Recuperado el 17 de diciembre de 2016 de https://docs.moodle.org/25/en/Quiz_module
Moodle (2016a). Moodle Actividades. Recuperado de https://docs.moodle.org/32/en/Activities
Moodle (2016b). Moodle Definición. Recuperado de https://docs.moodle.org/32/en/Features
Najmul Islam, A. K. M. (2014). Sources of satisfaction and dissatisfaction with a learning management system in post-adoption stage: A critical incident technique approach. Computers in Human Behavior, 30, 249–261.
Onrubia, J. (2005). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. Revista de Educación a Distancia, 4. Recuperado de http://www.um.es/ead/red/M2/
Pascual, M. P. (2003). El Blended learning reduce el ahorro de la formación on-line pero gana en calidad. Suplemento Del Boletín Educaweb, 69.
Ramírez, I., Casado, J., López, F., y Soley, M. (2015). El uso de la actividad lección de Moodle para la resolución guiada de problemas. En El aula Moodle. Aprender y enseñar en la UB (p. 37–45). Barcelona: Octaedro.
Sanabria Mesa, A., Castro León, F., Padrón Fragoso, J., Pérez, D., y Area Moreira, M. (2013). La opinión del profesorado y del alumnado sobre el uso de las aulas virtuales en la metodología b-learning. Universidad de Sevilla. Recuperado de https://idus.us.es/xmlui/handle/11441/33673
So, H. J., y Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318–336.
UB web (2016). Estadísticas de uso del campus virtual. Recuperado el 16 de diciembre de 2016, de https://campusvirtual2.ub.edu/blocks/ubstats/view.php?id=1
UNESCO. (2016). Construir sociedades del conocimiento. Recuperado el 18 de diciembre de 2016, de http://es.unesco.org/themes/construir-sociedades-del-conocimiento
Wilson, K., Boyd, C., Chen, L., y Jamal, S. (2011). Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment. Computers & Education, 57(2), 1493–1500.
Young, J. R. (2002). Hybrid teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education, 48(28).
Downloads
Published
Issue
Section
License
Copyright (c) 2017 Didacticae: Journal of Research in Specific Didactics
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- Submitting a paper does not involve paying any fees.
- Texts will be published under a Creative Commons Attribution Share-Alike 4.0 International License that allows others to share the work, provided they include an acknowledgement of the work’s authorship, its initial publication in this journal and the terms of the license.
- When citing works published in Didacticae, both the autor and the journal must be cited.
- Didacticae does not accept any responsibility for the points of view and statements made by the authors.
