Opinión de futuros equipos docentes de educación primaria sobre la implementación del mobile learning en el aula

Lucena, Francisco Javier Hinojo; Díaz, Inmaculada Aznar; Reche, María del Pilar Cáceres; Rodríguez, José María Romero

doi:10.15359/ree.23-3.14

Cited by 17 publications

(19 citation statements)

References 9 publications

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“…Active methodologies are defined as those methods, techniques and strategies used by the teacher to convert the teaching process into activities that encourage active student participation and lead to learning (Puga & Jaramillo, 2015). In line with this, research has been conducted using the active methodology Flipped Classroom or Flipped Learning (FL) in all areas of the Primary, Secondary and Higher Education curriculum (Campos- Gutiérrez et al, 2021;Fernández-Río et al, 2020;Ferriz-Valero et al, 2017;Hinojo Lucena et al, 2019;Østerlie & Kjelaas, 2019). These authors studied the effects of the use of FL in the classroom on motivation, autonomy, motor commitment time, academic performance, etc.…”

Section: Introductionmentioning

confidence: 99%

Flipped Learning to improve students' motivation in Physical Education

Botella¹,

García-Martínez²,

García³

et al. 2021

Acta Gymnica

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Background: Active methodologies have emerged in which they focus their importance of the teaching-learning process in students and not only on the result. In this way, research has been conducted using the active methodology Flipped Learning (FL) in all areas of Primary, Secondary and Higher Education. Objective: The current study aims to analyze the effect on student motivation after an intervention with the FL teaching technique, using a Parkour Didactic Unit in primary school students. Methods: One hundred students of 6 th grade of Primary (11-12 years old) participated in this study, of which, 45 were girls and 55 were boys. It was randomly decided that 6ºB and 6ºD would follow the teaching styles that were already used in the center regularly (TRAD group) and otherwise, the 6ºA and 6ºC groups used FL teaching technique by watching videos created by the principal investigator for the present investigation (FLIP group). The Motivation Questionnaire in Physical Education in primary education and personal interview were applied before and after intervention. Results: The results showed an increase of intrinsic motivation (p < .001), identified motivation (p < .001) and introjected motivation (p < .001) in FLIP group. Moreover, external motivation, as well as the amotivation of the students, has decreased after the intervention. Regarding the TRAD group, a significant decrease in intrinsic motivation and identified motivation was observed. According to qualitative results, the most remarkable thing is that students consider FL as more fun, efficient, accepted and motivating. Conclusions: Intrinsic motivation increased significantly and amotivation values decrease in FL group. FL approach allows using more time in Physical Education classes and, consequently, it is perceived as more fun for the students.

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Section: Introductionmentioning

confidence: 99%

Flipped Learning to improve students' motivation in Physical Education

Botella¹,

García-Martínez²,

García³

et al. 2021

Acta Gymnica

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“…The development of innovative educational methods entails efforts and sacrifices by those implied in the processes of teaching and learning, both by the organization of the schools [4], and the teachers [5]. Diverse pedagogical proposals that allow the improvement of students' performance exist [6][7][8][9][10][11]. Among such proposals, cooperative methods are found.…”

Section: Introductionmentioning

confidence: 99%

A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

et al. 2020

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The study refers to collaborative writing. The main objective of this study is to show the effects of collaborative writing in the acquisition of the English language upon students of non-compulsory secondary education. The applied study is grounded on a quantitative focus of correlational character and descriptive basis, while applying a quasi-experimental design with a control group (CG) and an experimental group (EG). The results show that there is a significant relation that favors the method of collaborative writing upon the dimensions of feedback, motivation, collaboration, satisfaction, and ratings. It can be concluded that the collaborative writing method is effective if compared to the individual learning method.

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“…An endless number of technological resources are now available to students; society has become digitalized and the "school" must assume and integrate these socio-educational needs into the citizens' training. To this end, the knowledge and information society offers many possibilities (López-Belmonte et al, 2019b), from an increase in motivation and interest in students (Nikolopoulou et al, 2019), to the promotion of educational processes in an innovative way (Hinojo-Lucena et al, 2019). They also facilitate access to educational resources, materials and multimedia tools and allow the creation of contents even in a personalized way (Aznar et al, 2019b).…”

Section: Discussionmentioning

confidence: 99%

“…• Promotion of more innovative T-L processes (Hinojo-Lucena et al, 2019). • Increased access to educational resources, materials and multimedia tools (Aznar et al, 2018).…”

Section: Introduction Ict In Educationmentioning

confidence: 99%

WhatsApp and Google Drive Influence on Pre-service Students’ Learning

et al. 2020

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The use of technology and all that it entails, such as applications and social networks, has led to a transformation of education in all aspects. Communication and the monitoring of training processes are being transformed through these new elements gradually incorporated into the classrooms. The aim of the study is to analyze the impact of WhatsApp and Google Drive on the monitoring of training practices among preservice students using a traditional, face-to-face methodology. A quasi-experimental design was carried out on a sample of 123 Spanish pre-service students. The data were collected by means of a questionnaire. The results show that the follow-up of external practices of future teachers using WhatsApp and Google Drive is effective in comparison with the face-to-face follow-up, although no significant differences are shown in the students' grades. Conclusions show that applying a monitoring method with these technological tools leads to an increase in students' motivation mainly as it allows a more direct interaction between the teacher and the student. It is important to select the monitoring method and the target student in the didactic development. Hence, these educational applications enable active learning where the learner is the main protagonist and can be supported and monitored.

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Opinión de futuros equipos docentes de educación primaria sobre la implementación del mobile learning en el aula

Cited by 17 publications

References 9 publications

Flipped Learning to improve students' motivation in Physical Education

Flipped Learning to improve students' motivation in Physical Education

A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

WhatsApp and Google Drive Influence on Pre-service Students’ Learning

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