El efecto de las TIC y redes sociales en estudiantes universitarios

Berea, Guadalupe Aurora Maldonado; González, Janet García; Requena, Begoña Esther Sampedro

doi:10.5944/ried.22.2.23178

Cited by 47 publications

(44 citation statements)

References 11 publications

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“…The important role of technology in today's society [1] should be to improve the training processes in different learning spaces generated in a digital era [2]. Educational technology must be used from a pedagogical perspective and exported to the different subjects that constitute educational curricula [79].…”

Section: Discussionmentioning

confidence: 99%

“…In today's society, there is wide use of information and communication technology (ICT), being part of the usual practice in people's daily lives [1]. In particular, in the field of education, the inclusion of ICT has been reflected in current and innovative teaching processes [2], both in the action of teaching on the part of the teachers [3] and in the way students learn, highlighting the potential offered by educational technology [4].…”

Section: Introductionmentioning

confidence: 99%

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Academic Effects of the Use of Flipped Learning in Physical Education

Lucena

Belmonte

Cabrera

et al. 2019

IJERPH

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The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Academic Effects of the Use of Flipped Learning in Physical Education

Lucena

Belmonte

Cabrera

et al. 2019

IJERPH

View full text Add to dashboard Cite

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“…Furthermore, the roles of the main agents in the training process are being transformed. Teachers are becoming learning guides and students are becoming managers of their own training [1][2][3][4][5][6]. The new technopedagogical environments provide new learning spaces that, in turn, improve aspects such as motivation, autonomy, participation, and attitude of students.…”

Section: Discussionmentioning

confidence: 99%

“…The advancement of society in technological matters is already a reality embodied in different areas of life, among which social, labor, and education stand out. Technology has contributed to the performance of daily tasks with less effort and more efficiency [1].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Innovate Educational Practices with Flipped Learning and Remote Sensing in Earth and Environmental Sciences—An Exploratory Case Study

et al. 2020

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The rapid advancements in the technological field, especially in the field of education, have led to the incorporation of remote sensing in learning spaces. This innovation requires active and effective teaching methods, among which is flipped learning. The objective of this research was to analyze the effectiveness of flipped learning on the traditional-expository methodology in the second year of high school. The research is part of a quantitative methodology based on a quasi-experimental design of descriptive and correlational type. Data collection was carried out through an ad hoc questionnaire applied in a sample of 59 students. The Student’s t-test was applied for independent samples, differentiating the means given between the experimental group and the control group. The results show that there was a better assessment of the teaching method through flipped learning than the traditional teaching method in all the variables analyzed, except in the academic results, where the difference was minimal. It is concluded that flipped learning provides improvements in instructional processes in high school students who have used remote sensing in training practices. Therefore, the combination of flipped learning and remote sensing is considered effective for the work of contents related to environmental sciences in said educational level.

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“…The projection that contemporary society has experienced as a result of the continuous advances in resources, means, and technological infrastructures [86] must be exported to the educational field with the purpose of improving the instructional actions that take out in the learning spaces [1]. Innovation must be approached from a pedagogical point of view, not only as a means, but as a technopedagogical resource to achieve more efficient learning in the different subjects that articulate every educational system [87].…”

Section: Discussionmentioning

confidence: 99%

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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El efecto de las TIC y redes sociales en estudiantes universitarios

Cited by 47 publications

References 11 publications

Academic Effects of the Use of Flipped Learning in Physical Education

Academic Effects of the Use of Flipped Learning in Physical Education

Effectiveness of Innovate Educational Practices with Flipped Learning and Remote Sensing in Earth and Environmental Sciences—An Exploratory Case Study

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

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