Reinforcing the Involvement of Students in Learning Business Economics Through Active Methodologies and Student Response Systems

Izagirre-Olaizola, Julen; Morandeira‐Arca, Jon; Mitxeo-Grajirena, Jone; Mendizabal-Zubeldia, Alaitz; Lertxundi, Aitziber Lertxundi

doi:10.35564/jmbe.2020.0004

Cited by 8 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the positive results regarding the methodology, as well as its assessment as a way of continuing learning in the context of a pandemic, we propose the model be adapted to use in face-to-face classroom settings, albeit in a controlled way [51].…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Izagirre-Olaizola

Morandeira‐Arca

2020

Sustainability

Self Cite

View full text Add to dashboard Cite

The main objective of this study is to present a teaching–learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching–learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

show abstract

Section: Discussion and Recommendationsmentioning

confidence: 99%

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Izagirre-Olaizola

Morandeira‐Arca

2020

Sustainability

Self Cite

View full text Add to dashboard Cite

show abstract

“…In fact, this type of students has values, concerns, aspirations, way of learning, and even, a different brain structure, in this case due to their compulsive and constant use of mobile phones and screens (Bigné et al, 2019;Hutton et al, 2020;Jurayev, 2023), yet another proof, in this case tremendously objective, of previously mentioned differences. This situation has provoked that the techniques and methodologies currently used by professors, usually based on a more "traditional" or "classical" methodology (e.g., master lectures, repetition of concepts and memorization) are not fully effective, generating a palpable gap between the learning method used and the own students, often materialized through a lack of motivation, and therefore hindering their learning and attention capacity (Izagirre-Olaizola, et., 2020;Winquist & Carlson, 2014). This is why, educational institutions should know and be concerned about the typology of professors they have in their faculty, as well as the type of methodology they use in class (or will probably use regarding its characteristics) since, surprisingly, they could have great effects on the student motivation to obtain better academic results; but also on their preferences for receiving this content only from some of them (i.e., even though the content taught would be the same, students would not be indifferent in the way it is given/by the one who gives it).…”

Section: Introductionmentioning

confidence: 99%

Grades for glory? The impact of grade appeasement on business school teacher evaluations

Villagrasa Guarch,

Donaldson,

Soler

2024

JMBE

View full text Add to dashboard Cite

Educational institutions have had the pending task of knowing what really happens in their classrooms, which professors make a real difference, which students would need help to improve their performance, and even more importantly, how to manage the enormous amount of information gathered each year. To address this problem, in this paper we propose the use of retrospective data from 210 undergraduate courses in Spain, which equals 1,320 European credits, 10,500 students, and four complete academic years (18/19, 19/20, 20/21, 21/22) to generate a monitoring tool or automatic dashboard with which to try to optimize the operation of such institutions and help them to make (even more) optimal decisions. To do this, all courses were grouped into ten typologies or categories: (1) if they were 'soft skills'/'hard skills' courses, (2) if they were taught in the 1st, 2nd, 3rd or 4th academic year, (3) if the professor was male or female, (4) whether the course was taught in English or not, (5) whether the professor was internal and permanent staff of the university or an associate professor with a temporary contractual relationship with the institution, (6) whether his/her main professional activity was teaching, therefore being more academic-oriented or this was rather a hobby and a complementary professional activity, therefore being more practical-oriented, (7) their age, (8) if several professors shared the course or only one taught it, (9) if it was a semester or annual course, (10) and if it was taught during the Covid-19 period or outside of it. Our results show that, despite the existence of numerous types of methodologies to achieve the desired student motivation, there would only be one category that would generate significant differences in the grades of the students: if they were ‘soft skills’/’hard skills’ courses. However, on the contrary, there would be much more types of courses (and professors) which would affect the preferences and valuation of the student to the teaching received (and effectively paid by him/her). That is, despite reaching the same academic results, students do value one type of professors better than others. Likewise, through this work it is intended to demonstrate the non-existence of the "false belief" that better evaluations received by professors are since they give higher grades to their students, regardless of its dispersion. In this way, it is intended to prevent possible atypical behaviors by professors. Thus, this paper gives light to (re)consider which variables should actually matter in educational institutions, analyzing its teaching-learning processes, management and even the retention of its key players.

show abstract

“…Studies focused on the effects of these type of platforms on classroom atmosphere demonstrated that it can encourage active student participation and increase student motivation towards learning the subject [9,10]. Furthermore, their use has been shown [11,12] to enhance collaborative learning during the learning process, which is linked in some way [9] to overall student academic performance.…”

Section: Introductionmentioning

confidence: 99%

E-Learning Web-Apps Use Acceptance: A Way to Guide Perceived Learning Outcomes in Blended Learning

Marín-Vinuesa

García

2023

Sustainability

View full text Add to dashboard Cite

This study empirically examines the effects of the acceptance of e-learning Web-apps by student on the learning outcomes achieved with their use. With this objective, two theoretically recognized purposes for use these apps were tested in a blended learning model, as a way to change the traditional face-to-face classrooms activities (apps we called ICTf) and as a virtual evaluation platform in learning (ICTv apps). The data was collected through online surveys from university students of a blended Master’ degree, enrolled in different specialties. PLS-SEM analysis of the data was performed. A proportion of the variance of student learning outcomes was explained by the level of ICTv acceptance. However, the positive effect of the ICTf acceptance on this performance was not significant. Heterogeneity was observed in students’ ratings on the acceptance of the Web-apps by different master’s specialties, and it was higher in ICTf than in ICTv. Our research highlights the important role that the acceptance of use of electronic learning resources plays in boosting their effective learning performance.

show abstract

Reinforcing the Involvement of Students in Learning Business Economics Through Active Methodologies and Student Response Systems

Cited by 8 publications

References 12 publications

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Grades for glory? The impact of grade appeasement on business school teacher evaluations

E-Learning Web-Apps Use Acceptance: A Way to Guide Perceived Learning Outcomes in Blended Learning

Contact Info

Product

Resources

About