Experimental evaluation of the impact of b-learning methodologies on engineering students in Spain

GonzáLez, Ana-B.; RodríGuez, Ma-José; Olmos, Susana; Borham, Miriam; García, Francisco José Sánchez

doi:10.1016/j.chb.2012.02.003

Cited by 51 publications

(26 citation statements)

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“…As Ortiz et al (2012) have shown, this means that when e-learning platforms are correctly used to implement subjects complying with the Bolonia law, the achieved academic rates outperform those of the equivalent subjects from older curricula. In fact, González et al (2013) have pointed out that not only the performance of students significantly increases, but also their motivation for the courses. In this work, they present results based on surveys conducted with students of the Technical School of Salamanca reflecting that the use of online methodologies, like the ones used in b-learning courses, enhances the interest of students in the subject.…”

Section: Introductionmentioning

confidence: 97%

Adapting physics courses in an engineering school to the b-learning philosophy

Borondo

Benito

Losada

2014

European Journal of Engineering Education

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In this paper we introduce the methodology that we have followed to convert traditional notes into interactive online materials. The idea behind this has been to make self-consistent and interactive online materials capable of motivating the students to get involved in the learning process. For this purpose, we have used the e-learning environment Moodle, which is a platform with a high interactivity potential. We conclude that the academic performance reaches its maximum when correctly combining self-organising with minimum teacher guidance.

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Section: Introductionmentioning

confidence: 97%

Adapting physics courses in an engineering school to the b-learning philosophy

Borondo

Benito

Losada

2014

European Journal of Engineering Education

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“…Lifelong learning also implies the necessity to develop some skills that allow citizens to keep job skills up-to-date and enable them to adapt to different situations and changes in the current society [12]. The European Union in the Recommendation of the European Parliament and of the Council of December 2006 points out the key competences for lifelong learning in which it is highlighted the competence in communication in foreign languages.…”

Section: Introductionmentioning

confidence: 99%

Students' essential characteristics for learning english in a hypermedia modular model

Llorente

Sánchez-Gómez

García-Peñalvo

2014

Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality

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This paper examines students' essential characteristics to study English via a blended learning model implemented in an English course at the Pontifical University of Salamanca.According to the data students must have reasonable computer skills and master certain technological tools that allow them to participate online as well as the ability to work both individually and in groups.Our findings also showed that the majority of the students emphasized that it was essential to be organised and tenacious in their learning. The students must plan their time from the beginning of the course so that their personal and professional duties were compatible with their studies. However, having more independence could mean that they did not make a sufficient effort and were unsuccessful in the blended learning education.The study demonstrated that the blended learning education required a high level of academic maturity, so it is not the appropriate modality for these students starting a university program.Finally, the data showed that the students who wanted to study a university English course in the blended learning modality had to have a reasonable competence in English in order to be autonomous in their learning.

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“…In this situation where technological advances and unlimited access to information are combined, it is usual speaking about online learning or eLearning [9; 10], blended learning [13] or mobile learning [19] among others, but with the support of open approaches such as Open Access, Open Educational Resources and Open Social Learning [11; 12], a new approach in about online learning with a massive context has born, the Massive Open Online Courses or MOOCs [20; 21; 24].…”

Section: Introductionmentioning

confidence: 99%

Applied educational innovation MOOC

García-Peñalvo

Hermo

Fidalgo-Blanco

et al. 2014

Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality

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Due to the increasing training demand, technological advances, access to information and movements such as open social learning or open educational resources have foster the emergence of new educational approaches, a clear example of this is the Massive Open Online Courses or MOOCs. Focusing on the development of one of these massive courses, the MOOC "Applied Educational Innovation", this research aims to study the participants' experience in this MOOC, just in order not only to meet their interests when making the course, but also what attitudes they had during the development of it and how they valued aspects such as organization, content, materials or evaluation, all of this, trying to know the MOOC strengths and which aspects can be improved. To do that, a quantitative and descriptive approach has been taken into account, using variables as gender, age, nationality, professional profile, previous experience in this kind of courses, interest in the topic of the MOOC, interest for the course and level in performing the MOOC. For data collection, a questionnaire has been designed following the SEEQ model that has been fulfilled by 1,047 MOOC participants. After analyzing the data, very interesting results have been drawn, underling that heterogeneity of profiles has not present a significant difference in the responses of the participants. Given the good results obtained, we may consider this MOOC as a model that provides substantial improvements that may be adopted by other institutions that want to develop new courses under the MOOC trend. However, there is much ground to cover and this study has also raised proposals for helping us improving the proposal based on two sources: the participants' opinions reflected on the questionnaire, as well as those who have contributed in a semistructured interview.

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Experimental evaluation of the impact of b-learning methodologies on engineering students in Spain

Cited by 51 publications

References 1 publication

Adapting physics courses in an engineering school to the b-learning philosophy

Adapting physics courses in an engineering school to the b-learning philosophy

Students' essential characteristics for learning english in a hypermedia modular model

Applied educational innovation MOOC

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