Design of Cooperative Activities in Teaching-Learning University Subjects: Elaboration of a Proposal

Bedregal-Alpaca, Norka; Padrón-Alvarez, Arasay; Castañeda-Huaman, Elisa; Cornejo-Aparicio, Víctor

doi:10.14569/ijacsa.2020.0110445

Cited by 8 publications

(11 citation statements)

References 9 publications

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“…There are no reasons to assume that teachers do not know how to use the different functionalities of the virtual platform; however, these results suggest the need to reinforce teacher training in the use of the activities and resources provided by Moodle. The training process should focus on the use of the virtual platform as a support to the synchronous sessions conducted by the teacher so that learning outcomes are enhanced through the implementation of active teachinglearning methodologies that can be easily implemented with the functionalities provided by Moodle [24,25,26].…”

Section: Resultsmentioning

confidence: 99%

Educational Data Mining to Identify the Patterns of Use made by the University Professors of the Moodle Platform

Calderon-Valenzuela¹,

Payihuanca-Mamani²,

Bedregal-Alpaca³

2022

IJACSA

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Due to the events caused by the COVID-19 pandemic and social distancing measures, learning management systems have gained importance, preserving quality standards, they can be used to implement remote education or as support for face-to-face education. Consequently, it is important to know how teachers and students use them. In this work, clustering techniques are used to analyze the use, made by university professors, of the resources and activities of the Moodle platform. The CRISP-DM methodology was applied to implement a data mining process, based on the Simple K-Means algorithm; to identify associated groups of teachers it was necessary to categorize the data obtained from the platform. The Apriori algorithm was applied to identify associations in the use of resources and activities. Performance scales were established in the use of Moodle functionalities, the results show the use made by teachers was very low. Rules were generated to identify the associations between activities and resources. As a result the functionalities that need to be enhanced in the teacher training processes were identified. Having identified the patterns of use of the Moodle platform, it is concluded that it was necessary to use a Likert scale to transform the frequency of use of activities and resources and identify the rules of association that establish profiles of teachers and tools that should be promoted in future training actions.

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Section: Resultsmentioning

confidence: 99%

Educational Data Mining to Identify the Patterns of Use made by the University Professors of the Moodle Platform

Calderon-Valenzuela¹,

Payihuanca-Mamani²,

Bedregal-Alpaca³

2022

IJACSA

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“…La explicación etimológica de la palabra "cooperar" justifica el hecho de que el concepto de "Aprendizaje Cooperativo" se utilice indistintamente a través de términos tales como aprendizaje colaborativo, trabajo en grupo o trabajo en equipo [4].…”

Section: Aprendizaje Cooperativo (Ac)unclassified

“…Para coadyuvar a la solución problémica detectada, se capacitó a un grupo de profesores en técnicas de aprendizaje cooperativo, los mismos que siguieron la propuesta presentada en [4] para el diseño de actividades cooperativas. Los resultados fueron prometedores, sin embargo, se detectó mayor carga de trabajo tanto para profesores como para estudiantes, la razón era que las tareas grupales, su revisión y retroalimentación se hacía manualmente y de forma presencial.…”

Section: Contexto Y Problemática Detectadaunclassified

“…La Figura 4 (al final del documento), presenta un esquema para diseñar actividades cooperativas convenientemente soportadas por herramientas TIC. Esta propuesta complementa al esquema para el diseño de actividades cooperativas tratada en [4]. Trabajo en el que se propone tener en cuenta que:…”

Section: B Diseño De Una Actividad Cooperativa Mediada Por Ticunclassified

“…Diseño de actividades cooperativas en ambientes virtuales: Elaboración de una propuesta Norka Bedregal-Alpaca, Doctora 1 , Arasay Padrón-Alvarez, Doctora 2 , Karim Guevara, Doctora 3 and Lucy-Delgado-Barra, Magister 4 1, 3, 4 Universidad Nacional de San Agustín de Arequipa, Arequipa-Perú nbedregal@unsa.edu.pe, kguevarap@unsa.edu.pe, ldelgado@unsa.edu.pe 2 Centro de Referencia para la Educación de Avanzada (CREA), Universidad Tecnológica de la Habana (Cujae), Cuba, apadron@crea.cujae.edu.cu…”

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Diseño de actividades cooperativas en ambientes virtuales: Elaboración de una propuesta

Bedregal-Alpaca¹,

Padrón-Alvarez²,

Guevara³

et al. 2020

Proceedings of the 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integrat

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University professors face the challenge of incorporating activities that promote student engagement, discussion, conflict resolution, and teamwork. In this context, cooperative learning emerges as the pedagogical model that fosters teamwork capacity; organizes students into groups where joint and coordinated work reinforces individual and collective learning. The proposal presented facilitates the design of cooperative activities that consider the necessary interdependence between learning, teaching, content and context. In addition to explaining how to articulate all these aspects, it also places the student as the center of the training process, for this it collects the main guidelines of cooperative learning and enriches the learning environment with the potentials of management knowledge and communication provided by Information and Communication Technologies. To support the proposal, the results obtained in four subjects are presented, three of which are of a mathematical nature; results show improvements in student learning.

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Incorporation of Computational Thinking Practices to Enhance Learning in a Programming Course

Laura-Ochoa¹,

Bedregal-Alpaca²

2022

IJACSA

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The development of computational thinking skills is essential for information management, problem-solving, and understanding human behavior. Thus, the aim of the experience described here was to incorporate computational thinking practices to improve learning in a first Python programming course using programming tools such as PSeInt, CodingBat, and the turtle graphic library. A quasi-experimental methodological design was used in which the experimental and control groups are in different academic semesters. Exploratory mixed research was carried out. The control and experimental group consisted of 41 and 36 students, respectively. The results show that with the use of support programming tools, such as PSeInt, CodingBat, Python turtle graphic library, and the incorporation of computational thinking practices, the experimental group students obtained better learning results. It is concluded that student performance and motivation in university programming courses can be improved by using proper tools that help the understanding of programming concepts and the skills development related to computational thinking, such as abstraction and algorithmic thinking.

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Design of Cooperative Activities in Teaching-Learning University Subjects: Elaboration of a Proposal

Cited by 8 publications

References 9 publications

Educational Data Mining to Identify the Patterns of Use made by the University Professors of the Moodle Platform

Educational Data Mining to Identify the Patterns of Use made by the University Professors of the Moodle Platform

Diseño de actividades cooperativas en ambientes virtuales: Elaboración de una propuesta

Incorporation of Computational Thinking Practices to Enhance Learning in a Programming Course

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