Project Based Learning or the Rethinking of an Engineering Subject: Measuring Motivation

Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study

“…Motivation to learn is a construct that has been defined by different authors, i.e., [34,35], and can be defined as identifying chosen individual behaviors to reach a specific goal [36]. The motivation to learn has been formalized by means of different theories as shown in [37], the contemporary ones being summarized in [38] as follows: expectancy-value, attribution, social cognitive, goal orientation, and self-determination.…”

“…During the design period of the NLC, the focus was on substantiating and validating the pedagogical model, while different lines of research were created to assess the impact on the deployment of the model. Along this line, academic research has been performed on several NLC topics (e.g., about redesigning a subject [36], assessment issues [26,80], etc.). Three of the previously aforementioned areas (seminars, workshops, and projects) are well-established elements, which have been widely used and studied in a great amount of academic research.…”

A Qualitative Approach to Help Adjust the Design of Management Subjects in ICT Engineering Undergraduate Programs through User Experience in a Smart Classroom Context

“…A Project Based Learning (PBL) methodology was adopted [ 27 ], following the constructivist logic while working in a collaborative learning context. Besides, traditional classes were transformed into short sessions in the form of a ‘pill classes’ specifically designed to promote students’ participation, as explained in [ 28 ]. What is more, this redesign was implemented to reinforce students’ active learning [ 29 , 30 ], along the line of the NLC.…”

“…Classes were split into two parts: the first one, with short explanations given by the instructor, designed to stimulate students’ participation by trying to encourage questions from students, or through questions asked directly by instructors to the students; and a second part designed to work under the PBL logic. Then, during the second part of each class session students worked in groups of three or four, while the instructors acted as consultants [ 28 ]. The PBL activity started from the analysis of a real case in which the deployment of an information system initially failed.…”

CreaSTEAM. Hacia la mejora de brechas en diversidad mediante la recopilación de proyectos, buenas prácticas y espacios STEAM - [CreaSTEAM. Towards the improvement of diversity gaps through the compilation of projects, best practices and STEAM spaces]

“…Desde los años 80, podemos encontrar numerosos informes, trabajos de innovación y de investigación sobre los problemas de la enseñanza en los campos de ciencias y matemáticas (Bang & Medin, 2010;Klassen, 2006), así como recomendaciones para mejorar la educación, como el uso del aprendizaje activo, la participación en proyectos y la implantación de la presencia 20-22 Octubre 2021, Madrid, ESPAÑA VI Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (CINAIC 2021) de mentores, entre otros muchos aspectos (D. Fonseca & García-Peñalvo, 2019;David Fonseca, Conde, & García-Peñalvo, 2018;García Peñalvo & Colomo Palacios, 2015;Lõpez-Nicolás, Romeo, & Guerrero, 2014;Petchamé et al, 2020;Romero, Aláez, Amo, & Fonseca, 2020;Sanchez-Sepulveda, Torres-Kompen, Fonseca, & Franquesa-Sanchez, 2019;Villegas, Labrador, Fonseca, Fernández-Guinea, & Moreira, 2019). No obstante, la gran mayoría de estas medidas no se han dirigido a mejorar la situación de los estudiantes con menor presencia en estas áreas como, las mujeres y otras minorías según su origen económico y cultural.…”