scholarly journals Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

2020 ◽  
Vol 12 (9) ◽  
pp. 3729 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López-Belmonte ◽  
Antonio-José Moreno-Guerrero ◽  
José María Sola Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Three Dimensions ◽  
Bring Your Own Device ◽  
Control Group ◽  
Flipped Learning ◽  
Education Students ◽  
Training Plan ◽  
Quasi Experimental

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

scholarly journals Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

Religions ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 53 ◽  
Author(s):  
Arturo Fuentes Cabrera ◽  
María Elena Parra-González ◽  
Jesús López Belmonte ◽  
Adrián Segura-Robles
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Study Groups ◽  
Intercultural Education ◽  
Control Group ◽  
Teaching Methodology ◽  
Flipped Learning ◽  
Innovative Teaching ◽  
Set Up

The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.

scholarly journals Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Mathematics ◽  
2019 ◽  
Vol 7 (12) ◽  
pp. 1226 ◽  
Author(s):  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan López Núñez ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Study Groups ◽  
Control Group ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Mathematics Students ◽  
Pedagogical Innovation ◽  
Set Up

Educational technology is achieving great potential in the formative processes of today’s society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs.

scholarly journals Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

2020 ◽  
Vol 17 (7) ◽  
pp. 2224 ◽  
Author(s):  
Jesús López-Belmonte ◽  
Adrian Segura-Robles ◽  
Arturo Fuentes-Cabrera ◽  
María Elena Parra-González
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Study Groups ◽  
Technical Aspect ◽  
Control Group ◽  
Flipped Learning ◽  
Negative Effect ◽  
Group 2 ◽  
Training Methodologies

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

scholarly journals Shipping Management Simulation Game for Teaching and Learning in Higher Education: A Quasi-Experimental Study

2018 ◽  
Vol 16 (Number 2) ◽  
pp. 125-154
Author(s):  
Shanizan Herman Mohd Radzi ◽  
Wee Hoe Tan ◽  
Amri Yusoff
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning By Doing ◽  
Simulation Game ◽  
Control Group ◽  
Board Game ◽  
Shipping Industry ◽  
Control Group Design ◽  
Quasi Experimental

Purpose – This study aims to examine the effects of a simulation board game for teaching and learning shipping management at higher education. A framework of comprehensive shipping operation was developed according to the syllabus of the Shipping Management course in Universiti Utara Malaysia. The course core content in the game covers two main services—liner service and tramp service in the shipping industry. Methodology – A quasi-experimental research design has been adopted to measure the effectiveness of the board game in post-learning. Data were gathered from a sample of 73 undergraduate students who enrolled in Shipping Management course using non-equivalent control group design. The data was analysed using McNemar Test to determine the effect of the students’ achievement. Findings – The findings of this study revealed that using board game in learning activities can contribute to the improvement of students’ knowledge and skill. Further analysis indicated that there were differences in students’ achievement for the tramp services and liner services content. This improvement has boosted their confidence in making decision in solving problem related to the tramp services and liner services knowledge. Significance – The framework for the shipping management board game aims to provide the best learning experience for students when they immerse into solving problems and making decisions in the game. The framework can be used as a benchmark in the practice of game-based learning, particularly by affording students to engage learning by doing. Furthermore, this framework introduces a tangible problem space through the board game, encouraging students to discover knowledge on their own pace in a non-threatening environment.

scholarly journals Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement

2020 ◽  
Vol 4 (2) ◽  
pp. 12 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan Antonio López Núñez
Keyword(s):  
Teaching And Learning ◽  
Educational Innovation ◽  
Study Groups ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Learning Improvement ◽  
Validated Questionnaire ◽  
The Face ◽  
Quasi Experimental ◽  
Set Up

Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students.

scholarly journals Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Esteban Vázquez-Cano ◽  
Santiago Mengual-Andrés ◽  
Eloy López-Meneses
Keyword(s):  
Learning Process ◽  
Latent Dirichlet Allocation ◽  
Distance Matrix ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Pairwise Distance ◽  
Control Group ◽  
Quantitative Methodology ◽  
Quasi Experimental ◽  
Experimental Group

AbstractThe objective of this article is to analyze the didactic functionality of a chatbot to improve the results of the students of the National University of Distance Education (UNED / Spain) in accessing the university in the subject of Spanish Language. For this, a quasi-experimental experiment was designed, and a quantitative methodology was used through pretest and posttest in a control and experimental group in which the effectiveness of two teaching models was compared, one more traditional based on exercises written on paper and another based on interaction with a chatbot. Subsequently, the perception of the experimental group in an academic forum about the educational use of the chatbot was analyzed through text mining with tests of Latent Dirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitative results showed that the students in the experimental group substantially improved the results compared to the students with a more traditional methodology (experimental group / mean: 32.1346 / control group / mean: 28.4706). Punctuation correctness has been improved mainly in the usage of comma, colon and periods in different syntactic patterns. Furthermore, the perception of the students in the experimental group showed that they positively value chatbots in their teaching–learning process in three dimensions: greater “support” and companionship in the learning process, as they perceive greater interactivity due to their conversational nature; greater “feedback” and interaction compared to the more traditional methodology and, lastly, they especially value the ease of use and the possibility of interacting and learning anywhere and anytime.

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting

2021 ◽  
Vol 12 (3) ◽  
pp. 1064-1073
Author(s):  
Norlia Mat Norwani
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Traditional Approach ◽  
School Administrator ◽  
Control Group ◽  
Text Book ◽  
Quasi Experimental ◽  
Principles Of Accounting ◽  
Learning School ◽  
Instructional Aids

This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.

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