Some Internet‐based strategies that help solve the problem of teaching large groups of engineering students

Mompó, Rafael; Redoli, Judith

doi:10.1080/14703290903525960

Cited by 5 publications

(2 citation statements)

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“…The use of cost-free general-purpose Web 2.0 tools instead of costly institutional learning platforms allows shifting the allocation of economic resources towards a more creative task other than the design and maintenance of the software (Mompo & Redoli, 2010). Nevertheless, it is to be remarked that the pedagogical efforts should not be focussed purely on the technological possibilities but on the final result of applying these technologies to education.…”

Section: Implications and Limitationsmentioning

confidence: 99%

Using social network sites in Higher Education: an experience in business studies

Montaño

Frías

2013

Innovations in Education and Teaching International

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Indique uno o varios de los siete Temas de Interés Didáctico:[] Metodologías didácticas, elaboraciones de guías, planificaciones y materiales adaptados al EEES.[ ] Actividades para el desarrollo de trabajo en grupos, seguimiento del aprendizaje colaborativo y experiencias en tutorías.[X] Desarrollo de contenidos multimedia, espacios virtuales de enseñanza-aprendizaje y redes sociales.[ ] Planificación e implantación de docencia en otros idiomas.[ ] Sistemas de coordinación y estrategias de enseñanza-aprendizaje.[ ] Desarrollo de las competencias profesionales mediante la experiencia en el aula y la investigación científica.[ ] Evaluación de competencias. Resumen.En los últimos años, el impacto de la Web 2.0. Entre las nuevas generaciones ha sido remarcadamente significativo (Pew Research Center, 2010). Este trabajo muestra los resultados de una experiencia innovadora basada en el uso de una Red Social para fomentar el desarrollo de competencias básicas y la implicación activa de los estudiantes en la asignatura. En opinión de los alumnos, la experiencia ha sido valorada muy positivamente. La experiencia contribuyó a una mayor implicación en la asignatura y a una mejor colaboración con los compañeros y con el profesorado. Como consecuencia la mayoría de los estudiantes optarían por el uso de la Red Social como soporte básico si tuviesen que matricularse de nuevo en la asignatura. Sobre la relación entre rendimiento y uso de la Red, se identificaron dos perfiles de acuerdo a los patrones de uso. Los estudiantes con un perfil de uso más intensivo mostraron rendimientos más altos que aquellos con perfil de uso bajo. Keywords: Abstract.In the past 5 years the impact of the Web 2.0 in new generations has been remarkably significant (Pew Research Center, 2010). This paper reports on an experience in the use of Social Network Sites (SNS) to support student involvement with the subject and to develop basic skills. According to students' opinion, the experience was deemed as positive. They considered that the experience contributed to a higher engagement with the subject and a deeper collaboration with other students and teaching staff. As a result, the majority of students would prefer the use of SNS as a first option if they had to enrol again in the subject. Regarding the relationships between academic performance and use of the SNS, two different student profiles were identified based on usage patterns of the platform. Students with a more intensive use of the site showed a significantly better performance than students with a low usage profile. 394Texto. IntroductionThe underlying objective of the recent reform of the European university system (European Ministers of Education, 1999) is to facilitate the development of students' competencies in a lifelong learning scenario. The European Commission (2008) highlighted the need for integrating Information and Communication Technologies (ICT) in all levels of education in order to support lifelong learning and innovation. ICT constitutes the most relevant mean to retrie...

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Section: Implications and Limitationsmentioning

confidence: 99%

Using social network sites in Higher Education: an experience in business studies

Montaño

Frías

2013

Innovations in Education and Teaching International

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“…Large classes are currently a direct consequence of SA HEIs external environment, but the desired adaptation does not seem to take place. Since the 1990s, several authors (Gibbs 1992;Biggs 1999;McKeachie 1999;Papo 2001;Nicol & Boyle 2003;Switzer 2004;Mompo & Redoli 2010) have suggested alternative teaching and assessment methods to engage students in large classes and to develop higher order thinking skills. However, the numbers and diversity in large classes in the SA HE context, make the use of some of these proposed methods almost impossible.…”

Section: Introductionmentioning

confidence: 99%

Changing the Departmental Learning Culture to Enable Student-Centred Learning in Large Classes

Bruin¹,

Albertyn

Machika

2014

MJSS

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Behavior competence development through e-learning: experience at the undergraduate level in the context of Aula a Distancia Abierta (ADA) Madrid, Spain

Carmenado

Díaz-Puente

Gajardo

2011

Procedia - Social and Behavioral Sciences

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Some Internet‐based strategies that help solve the problem of teaching large groups of engineering students

Cited by 5 publications

References 12 publications

Using social network sites in Higher Education: an experience in business studies

Using social network sites in Higher Education: an experience in business studies

Changing the Departmental Learning Culture to Enable Student-Centred Learning in Large Classes

Behavior competence development through e-learning: experience at the undergraduate level in the context of Aula a Distancia Abierta (ADA) Madrid, Spain

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