Problem-Based Learning with ICT Support: An experience in teaching-learning the concept of derivative

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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.

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

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“…The study showed that students positively value the PBL methodology, 83% of them perceive that they favor their learning and about 79% agree with [11,12] that the use of this allows the development of generic competencies such as reflection creativity and interpersonal communication.…”

Section: Resultsmentioning

confidence: 93%

Problem based Learning with Information and Communications Technology Support: An Experience in the Teaching-Learning of Matrix Algebra

Bedregal-Alpaca

Sharhorodska²,

Tupacyupanqui-Jaen³

et al. 2020

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Students and teachers face problems in the teaching-learning processes of matrix algebra, due to the level of abstraction required, the difficulty of calculation and the way in which the contents are presented. Problem-based Learning (PBL) arises as a solution to this problem, as it contextualizes the contents in everyday life, allows students to actively build that knowledge and contributes to the development of skills. The proposal describes a didactic sequence based on PBL, which uses cooperative techniques and MATLAB, as instruments that facilitate the resolution of problems close to the student experience. The features of the Moodle platform are used to support the face-to-face educational process. The perception of students, in relation to the activity shows that 83% believe that it contributed to the understanding of the topics covered and 79% think that it allowed them to develop their creativity and capacity for expression.

“…Results like these can be improved by combining methodologies such as Problem-Based Learning (PBL), Project-Based Learning (PrBL), among others. Results of such experiences can be seen in [23] and [24]. It is also convenient to measure student satisfaction regarding the use of technology under some model known as the Technology Acceptance Model (TAM), in [25] the TAM model has been applied to measure the satisfaction of virtual platforms in two subjects.…”

Section: Resultsmentioning

confidence: 99%

A Gamification Experience and Virtual Reality in Teaching Astronomy in Basic Education

Bedregal-Alpaca

Sharhorodska²,

Jiménez-Gonzáles

et al. 2020

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Regardless of the country, there is a trend: the world of school and the modern world are two different poles. Young people see school as boring compared to the entertainment of today's technology. Most students prefer to play or surf the internet, but not study. Gamification is projected as a methodological practice that aims to turn classrooms into playful immersion scenarios, using participatory strategies with the incorporation of electronic devices. This article shows the results obtained by applying gamification techniques in the research project aimed at supporting astronomy learning for basic education students. When using the app, the student must overcome challenges to earn different achievements and rewards. Among the results highlights the student's motivation during the learning process and the perception of satisfaction of the personal achievements achieved.