Exploring the connections between teaching librarians' beliefs about teaching and their teaching methods

Introducción: la enseñanza puede efectuarse a través de diversas técnicas, la gamificación es una de ellas y ha cobrado gran interés en la actualidad por los resultados que refiere. El objetivo de este estudio fue analizar la percepción de estudiantes universitarios del Eje Cafetero en Colombia sobre la gamificación para enseñar conceptos de Plan Maestro de Producción. Metodología: el estudio fue descriptivo y transversal, participaron 47 estudiantes de 3 programas de ingeniería industrial del Eje Cafetero en Colombia, se realizó una práctica gamificada sobre Plan Maestro de Producción y se aplicó un cuestionario de preguntas con escala tipo Likert para conocer la percepción sobre el uso de la gamificación en contextos de formación profesional con aplicaciones a la industria. Resultados: los participantes de las 3 universidades participantes consideraron muy útil el uso de la gamificación como herramienta que facilita el aprendizaje de conceptos de planeación de la producción. Conclusiones: los escenarios dinámicos y colaborativos que se generan desde la gamificación aportan a disminuir brechas entre la fundamentación teórica y la implementación práctica de todos los procesos de aprendizaje en formación profesional. Futuras investigaciones podrían hacer uso de la gamificación como herramienta de enseñanza-aprendizaje en procesos de formación de ciencias empresariales.

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Experience and Perceived Impact of Personalization in Higher Education: Evidence from a University in South Africa

Kemi Megbowon

2024

Personalization in Pedagogical Landscapes in the Digital Age - A Global Perspective [Working Title]

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In the educational setting, personalization continues to gain popularity as a pedagogical approach in recent times. This approach recognizes that each student has unique features in terms of strengths, weaknesses, learning styles, and backgrounds, and institutions aim to provide them with personalized learning pathways to enhance their success and satisfaction in their academic journey. This study, therefore, aims to (i) assess students’ experience and challenges of personalized education, and (ii) examine the impact of personalization pedagogy on the students learning experience. This study is premised on social support and constructive theories, and uses qualitative research methods to obtain data from semi-structured interviews conducted among a sample of 20 first-year students. Data was collected and analyzed using thematic analysis. The findings indicate that the students expressed positive experiences with personalized education and personalized learning interventions, highlighting its effectiveness in addressing their individual learning needs and preferences. Specifically, the study found that personalized learning enables outcomes in terms of self-efficacy, self-regulation, confidence, and self-awareness. However, challenges such as difficulty in keeping pace with curriculum even within the PL framework are observed among some students. The study concludes that though personalization in higher education has its own challenges, it however presents unlimited opportunities for student-centered and innovative assessment practices that will improve students’ experiences and learning outcomes.

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Exploring the connections between teaching librarians' beliefs about teaching and their teaching methods

Cited by 3 publications

References 26 publications

Learning Science in LIS – An Overview of how Theoretical Approaches From Learning Science can be Relevant to LIS Practitioners

Learning Science in LIS – An Overview of how Theoretical Approaches From Learning Science can be Relevant to LIS Practitioners

Gamificación en la Planeación de la Producción: percepción de estudiantes universitarios del Eje Cafetero en Colombia

Experience and Perceived Impact of Personalization in Higher Education: Evidence from a University in South Africa

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