Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Robles, Adrián Segura; González, María Elena Parra; Vigil, Miguel Ángel Gallardo

doi:10.7821/naer.2020.7.575

Cited by 30 publications

(29 citation statements)

References 39 publications

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“…From 2016 onwards, the production increased in a significant manner, being the production of more than 200 documents each year. As other studies highlighted, it has been found that English is the most publishing language, becoming this one the scientific language worldwide [51,[59][60][61]. Apart from this, WOS has its own penalties when published documents are not in [14].…”

Section: Discussionmentioning

confidence: 99%

Scientific Mapping of Gamification in Web of Science

Belmonte

González

Robles

et al. 2020

EJIHPE

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Education is a constantly changing field. The new teaching processes are developed today and all teachers should be prepared. Gamification is one of the methodologies with the greatest impact on the learning process. The objective of the study is to analyze the relevance and progression that the concepts “gamification” and “learning” have acquired in the scientific literature of Web of Science. This research has been based on a bibliometric methodology. A classic bibliometric and thematic analyses have been carried out. A 1230 document matrix analysis has been selected. For descriptive bibliometrics, the Bibliometrix library is used, while Scimat is used for the thematic analysis. Both tools are widely used in this type of study. Results indicate that growth on the study of these topics is booming. There are also authors who accumulate most of the documents, such as Martí Parreño. English is positioned as the predominant language. The topics studied have evolved from how classic games affect learning to the study of video games and their impact on performance. It is concluded that these types of studies are still relevant and with a great future prospect. Furthermore, research focuses especially on video games, on the effects of technology on learning and on the study of flipped learning experiences.

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Section: Discussionmentioning

confidence: 99%

Scientific Mapping of Gamification in Web of Science

Belmonte

González

Robles

et al. 2020

EJIHPE

Self Cite

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“…It is, therefore, vitally important to develop active learning methodologies and a flexible approach to time management. As its name suggests, active methodologies are based on making students participate during their learning process [13]. Felder and Brent offered a more restrictive definition, but perhaps a more useful one: "Active learning consists of short course-related individual or small-group activities that all students in a class are called upon to do, alternating with instructor-led intervals in which student responses are processed and new information is presented" [14].…”

Section: Flipped Classroom As An Active Learning Methodologymentioning

confidence: 99%

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Izagirre-Olaizola

Morandeira‐Arca

2020

Sustainability

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The main objective of this study is to present a teaching–learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching–learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

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“…Pedagogical strategies must respond to the new needs and demands of the students, making feasible the hybridization of the classic models (magisterial sessions, conferences) and the incorporation of innovations linked to active methodologies (flipped classroom, gamification, etc.). These strategies foster curiosity, creativity, and motivation [1,2], making students active protagonists of their learning. Among all the possibilities within the active methodologies, we will focus our interest on the flipped classroom.…”

Section: Introductionmentioning

confidence: 99%

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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Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Cited by 30 publications

References 39 publications

Scientific Mapping of Gamification in Web of Science

Scientific Mapping of Gamification in Web of Science

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

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

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