Adaptive Learning Using Interactive Training Material

2019 ◽  
pp. 162-184
Author(s):  
Pedro Manuel Hernández-Castellano ◽  
María Dolores Marrero-Alemán ◽  
Rubén Paz-Hernández ◽  
Pablo Rubén Bordón-Pérez ◽  
Luis Adargoma Suárez-García ◽  
...  
Keyword(s):  
Adaptive Learning ◽  
Positive Impact ◽  
Educational Innovation ◽  
Learning Difficulty ◽  
Interactive Training ◽  
Academic Courses ◽  
Didactic Material ◽  
Gps System ◽  
The University ◽  
Academic Year

The purpose of this chapter is to describe experience in the development, use, and evaluation of interactive didactic material oriented towards the ISO GPS system that has been introduced into recent academic courses of subjects of various engineering degrees at the University of Las Palmas de Gran Canaria. The Educational Innovation Group Ingeniería de Fabricación sought to generate a tool that would help students with a learning difficulty that had been identified as generalizable across various degree subjects. Student feedback was utilized in the development and evaluation of this didactic material. The results obtained allow us to confirm that the introduction of these materials has had a positive impact and that this preliminary experience of adaptive learning should be supplemented further in order to extend the significant improvement observed, both in the students' learning and the lecturers' teaching, in the last academic year.

scholarly journals EVALUATION BY RUBRIC OF SOLIDARITY IN ACQUISITION SKILLS COLLEGE

2013 ◽  
Vol 52 (1) ◽  
pp. 92-104
Author(s):  
Francisco Manuel Morales Rodríguez
Keyword(s):  
Academic Performance ◽  
Ethical Issues ◽  
Positive Impact ◽  
Educational Innovation ◽  
Skills Acquisition ◽  
University Curriculum ◽  
Before And After ◽  
Educational Sciences ◽  
Teaching Learning ◽  
The University

The European Higher Education Area involves major changes in the teaching-learning process for the acquisition of transversal skills, such as social and citizens. It establishes a need for active methods, learning and so to develop in students the ability to make decisions and learn independently, reflective and critical promoting these skills. Considering the importance of a program, training in values and ethics of solidarity that joins the university curriculum (educational innovation program, PIE10-127), we performed a comparative study on ethical issues in college students before and after of their application the program and an evaluation of effectiveness of different active methodologies to promote solidarity skills acquisition, and its impact on performance. Participants in this study were 4103 university students, aged 18 and 57, of the Faculty of Psychology and Educational Sciences of the University of Málaga (2010-2012). The results show an increase in the acquisition of skills solidarity, following the implementation of the program and that the methodologies employed active, positive impact on academic performance. The relevant conclusion obtained, points to the need to reinforce and develop these values solidarity actions in college. Key words: academic performance, active methods, values, solidarity.

scholarly journals Estudio longitudinal sobre tutoría académica flexible en la universidad

2017 ◽  
Vol 21 (4) ◽  
pp. 259-278
Author(s):  
Patricia López Vicent ◽  
María Paz Prendes Espinosa
Keyword(s):  
Higher Education ◽  
Educational Innovation ◽  
Academic Community ◽  
Student Centered ◽  
Innovative Teaching ◽  
Great Satisfaction ◽  
Usual Model ◽  
Enseñanza Superior ◽  
Academic Courses ◽  
The University

Resumen:Con el proceso de Bolonia la tutoría es una de las acciones docentes que marcan el cambio en nuestras instituciones de enseñanza superior. Supone hablar de un nuevo rol docente que amplía su acción formativa hacia aspectos que van más allá de lo estrictamente curricular y que nos conducen hacia una personalización de la acción docente, lo cual a su vez redunda en la calidad de la enseñanza y en un modelo universitario centrado en el alumno. Y si en estos procesos de tutoría incluimos el uso de las TIC, hablaremos entonces de un modelo de acción tutorial más flexible y ajustado a las necesidades de los alumnos. Partiendo de estas premisas, la tutoría electrónica puede entenderse como un elemento de calidad en la acción formativa de nuestras instituciones de enseñanza superior. En 2009 en la Universidad de Murcia se propone la tutoría electrónica como un proyecto de innovación del Vicerrectorado de Convergencia Europea e Innovación. A partir del curso 2010/2011 se asume como un modelo de acción tutorial implantado y conocido por la comunidad universitaria. Este artículo recoge el análisis de este proceso de implantación de la tutoría electrónica desde sus comienzos en el curso 2009/2010. Se ha utilizado una metodología cuantitativa a través de un estudio tipo encuesta de carácter longitudinal que recoge datos durante 3 cursos académicos -considerados como el reflejo del proceso de innovación, de implantación y de consolidación-. Se ha empleado un cuestionario en línea aplicado al profesorado de dicha universidad cuyos resultados reflejan el uso diverso que se hace de esta modalidad de tutoría y el grado de satisfacción del mismo. Las conclusiones conducen a observar la tutoría electrónica como una acción formativa altamente valorada por el profesorado, coincidiendo así plenamente con los resultados de investigaciones previa. Abstract:Tutoring is one of most innovative teaching actions in the introduction of the Bolonia process in higher education. It is directly linked to the new role of university professors, incorporating not only curricular activity but also the personalization of teaching and what this entails. This has a knock-on effect in that it enhances quality through a new student-centered model. If moreover we include the possibilities afforded by ICT, we are talking about a flexible tutoring model that is responds to the real needs of today’s students. So virtual tutoring can be understood as a quality element of teaching in higher education. Virtual tutoring was proposed as an educational innovation in our University in 2009 by the Vicechancellor of European Convergence and Innovation. After the process of implementation, this bimodal system of tutoring is now considered as part of our usual model of work and it is well known by all the university community. This article presents the analysis of this process over three academic courses. We have used a quantitative approach with a questionnaire, applied during this period. The survey was carried out online. Results show that the virtual tutoring is used for diverse purposes and there is great satisfaction among the participants in this study. Our conclusions are important in explaining that this system is a value for our academic community, as has been reported in other studies.

scholarly journals Utilising graduate teaching assistants to implement active learning at university level

2017 ◽  
Author(s):  
David Read ◽  
Stephen Michael Barnes ◽  
Charles Kenneth Harrison ◽  
Rachel Koramoah ◽  
Iveta Ivanova
Keyword(s):  
Active Learning ◽  
Teaching Assistants ◽  
Positive Impact ◽  
Graduate Teaching Assistants ◽  
Small Group Teaching ◽  
Graduate Teaching ◽  
University Courses ◽  
Crucial Component ◽  
The University ◽  
Academic Year

Active learning is recognised as a crucial component of university courses in enhancing performance and retention. However, universities face numerous challenges in broadening the provision of active learning, including time constraints, and a lack of staff training and confidence to develop appropriate activities.  This article outlines an approach taken at the University of Southampton to engage a team of graduate teaching assistants (GTAs) in the process of developing, delivering, and evaluating active learning resources to support small-group teaching in chemistry on a Science Foundation Year programme.  A team of four GTAs developed nine activities during the 2015/16 academic year, with evaluation supporting their enhancement for 2016/17.  The article outlines the progress of this work over two academic years, providing evidence of a positive impact on students and teachers alike.Keywords: Active learning; peer-assisted learning; GTAs

scholarly journals Trefasemodellen – didaktisk planlægning af lokalprogression

2014 ◽  
Vol 9 (16) ◽  
pp. 18-30
Author(s):  
Claus Michelsen ◽  
Nadia Rahbek Dyrberg
Keyword(s):  
Phase Model ◽  
First Year ◽  
First Year Students ◽  
Preliminary Results ◽  
Three Phase ◽  
Academic Courses ◽  
The University ◽  
Academic Year ◽  
Three Phases

Ved Det Naturvidenskabelige Fakultet, Syddansk Universitet, blev trefasemodellen anvendt som et didaktisk redskab til at understøtte progression i de studerendes læring lokalt i de enkelte faglige forløb på første studieår 2012/13. Artiklen beskriver baggrunden for og udviklingen af trefasemodellen og præsenterer med udgangspunkt i de studerendes evalueringer de første erfaringer med modellen.  In the academic year 2012/13 the Faculty of Science at the University of Southern Denmark, implemented a didactical tool called the three phase model. The model was used to track the progress of first year students on the university’s academic courses. The paper describes both the incentive for and the development of the three phases model and presents preliminary results based on the evaluations of the first cohort of students.

scholarly journals Plan de orientación universitaria para los estudiantes de nuevo ingreso. Programación de acciones y elaboración de materiales//University orientation plan for new students. Programming of actions and development of materials

2018 ◽  
Vol 29 (2) ◽  
pp. 41
Author(s):  
Manuel Lizalde Gil ◽  
Óscar Casanova López ◽  
Rosa María Serrano Pastor ◽  
Elena Escolano Pérez
Keyword(s):  
Positive Impact ◽  
Educational Innovation ◽  
Discussion Groups ◽  
School Year ◽  
Innovation Project ◽  
New Students ◽  
Strongly Agree ◽  
Almost All ◽  
Academic Year ◽  
Innovación Docente

RESUMENEl objetivo de este trabajo, que forma parte de un proyecto de innovación docente más amplio, fue diseñar un plan concreto de orientación universitaria dirigido a los estudiantes de nuevo ingreso en la universidad. Se partió de las necesidades del alumnado, detectadas previamente en otro estudio, y a través de pequeños grupos de trabajo cooperativo y grupos de discusión formados por tutores, mentores y expertos en orientación se realizó la programación de las diferentes acciones de orientación y su distribución temporal para un curso escolar. Posteriormente se desarrollaron diseños concretos de propuestas de intervención para cada una de las sesiones de orientación, con materiales que sirviesen de guía y ejemplo para la acción orientadora de tutores y mentores. Tras la aplicación del programa en un curso académico se procedió a la evaluación de las acciones de orientación y de los materiales diseñados. Un 69.5% de estudiantes, un 88.9% de mentores y un 83.3% de tutores están de acuerdo o muy de acuerdo en que las actividades programadas resultaron útiles. En cuanto a los materiales, un 57.2% de estudiantes y prácticamente la totalidad de mentores y tutores están de acuerdo o muy de acuerdo en que fueron útiles. Los resultados confirman el impacto positivo del proyecto, que además podría ser transferible a otros centros. ABSTRACTThe objective of this work, which is part of a wider educational innovation project, was to design a concrete plan for university orientation aimed at new students entering university. Based on the needs of the students, previously identified in another study, and through small cooperative work groups and discussion groups of tutors, mentors and guidance experts, the different guidance actions were programmed and distributed over a school year. Subsequently, concrete intervention designs were developed for each of the orientation sessions, with materials that served as a guide and example for the guiding action of tutors and mentors. Following the implementation of the programme in an academic year, the orientation actions and the materials designed were evaluated. 69.5% of students, 88.9% of mentors and 83.3% of tutors agreed or strongly agreed that the activities planned were useful. In terms of materials, 57.2% of students and almost all mentors and tutors agree or strongly agree that they were useful. The results confirm the positive impact of the project, which could also be transferred to other centres.

Bridging the gap: Staff-student partnership through an undergraduate researcher scheme

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Emma Jane Sunley
Keyword(s):  
Student Evaluation ◽  
Positive Impact ◽  
Undergraduate Research ◽  
Historical Context ◽  
Student Collaboration ◽  
Transferable Skills ◽  
Future Aspirations ◽  
The University ◽  
Assessment Strategies ◽  
Academic Year

In this report, the operation of the York St John University ‘Students as Researchers Scheme’ (SRS) in the academic year 2013-14 is reviewed. The historical context is set and main aims are explained. The SRS, underpinned by the growing research culture across the University, provides exciting opportunities for staff-student collaboration through research. Recent student evaluation indicates a positive impact on student understanding of research processes, development of transferable skills such as teamwork and communication, and greater clarity about future aspirations. Two feedback projects funded by the SRS have the potential to influence change in feedback processes in line with institutional assessment strategies. This report also describes ways in which the York St John annual undergraduate research conference, closely aligned to the SRS, celebrates the achievements of researchers and offers students an opportunity to network and present their research in a friendly and supportive peer environment. The report concludes by exploring ways to develop the SRS further, which include the creation of an online blog, which, it is argued, will strengthen the sense of an undergraduate researcher community, improve motivation and encourage recording and sharing of progress among staff supervisors and their student researchers.

scholarly journals A Transitional Year Level to Higher Education: Challenges, Experiences and Self-regulatory Strategies during the Final Year of the University Preparatory Level

2020 ◽  
Vol 39 ◽  
pp. 109-133
Author(s):  
Ernesto Panadero ◽  
Daniel García-Pérez ◽  
Javier Fernández-Ruiz ◽  
Héctor Sánchez-Centeno
Keyword(s):  
Well Being ◽  
Public High Schools ◽  
Academic Challenges ◽  
Regulatory Strategies ◽  
Academic Courses ◽  
University Experience ◽  
The University ◽  
Academic Year ◽  
Depth Interviews ◽  
Academic Demands

Final Year level of the University Preparatory cycle (FYUP) –in Spanish 2º Bachillerato– is one of the most challenging academic courses. It is extremely demanding academically in itself and by the end of it students must also pass the university entry exam. Yet research has not investigated how students experience this year. We thus explored, using in-depth interviews with 75 students from two public high schools, their attitudes toward this academic year. Our results showed that (a) the participants struggled greatly during FYUP, experiencing high levels of academic stress (that affects their general well-being, mostly because of the high academic demands); (b) students were looking forward to their university experience but were concerned about failing or not finding their place; and (c) they reported a narrow range of learning, motivational, and emotional strategies. This study shows that students face significant learning and academic challenges during FYUP. A clear educational implication is that interventions should be implemented in earlier years to help the students be better prepared.

scholarly journals PENINGKATAN KETERLIBATAN MAHASISWA DALAM PEMBELAJARAN BIOSTATISTIK DENGAN METODE KOOPERATIF MELALUI MEDIA LEMBAR KERJA MAHASISWA (LKM) DI PROGRAM STUDI PERUMAHSAKITAN

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Nia Murniati ◽  
Supriadi Supriadi ◽  
Tri Gunadi
Keyword(s):  
Teaching Method ◽  
Positive Impact ◽  
Threshold Value ◽  
Class Action ◽  
Average Score ◽  
The Media ◽  
Student Subjects ◽  
Improving Student Achievement ◽  
The University ◽  
Academic Year

ABSTRACT -This research is motivated by the lack of passionate students of the Program StudiPerumahsakitan Vokasi in the following study courses Biostatistics, because the teaching method does not makethe students become active and participate. Consequently Biostatistics courses often leave some students areforced to repeat the due credit limit does not reach the threshold value eventually pass (C) and of course is verydetrimental to the student having to repeat the course credit until they intern (last semester). This study is aclass act with the entire student subjects RS1 50 people Academic Year 2012/2013 in the University ofIndonesia with the material limits of Biostatistics emphasis on material probability. Results were obtained incycle 1 achieved an average score of 3770/5000 = 75.4, cycle 2 average scores achieved 4105/5000 = 82.1and cycle 3 achieved an average score of 4585/5000 = 91.7. Conclusion The method of cooperative learningapproach through the media LKM have a positive impact in improving student achievement is marked by anincrease in the average scores achieved in each cycle, and through the media worksheet can increase studentinterest and motivation shown by increased activity in the classroom discussion. Advice is to carry out acooperative approach through the media LKM method requires the preparation of a fairly mature, so thelecturer must be able to determine the learning scenario can actually be applied in order to obtain optimalresults.Peningkatan Keterlibatan Mahasiswa dalam Pembelajaran Biostatistik dengan Metode Kooperatif Melalui MediaLembar Kerja Mahasiswa (LKM) di Program Studi PerumahsakitanNia M, Supriadi, Tri GVolume 1, Nomor 2, pp 84-9685Keywords: class action research, cooperative learning, worksheet students.

scholarly journals Open Education through Interactive Training Material

2020 ◽  
Vol 12 (18) ◽  
pp. 7645
Author(s):  
Pedro Manuel Hernández-Castellano ◽  
María Dolores Martínez-Rivero ◽  
María Dolores Marrero-Alemán ◽  
Luis Suárez-García ◽  
Alejandro Gutiérrez-Barcenilla
Keyword(s):  
Educational Innovation ◽  
Appropriate Technology ◽  
Open Educational Resources ◽  
International Standards ◽  
Educational Practices ◽  
Research Experience ◽  
Academic Courses ◽  
Open Educational Practices ◽  
Didactic Material ◽  
Manufacturing Technologies

This work has come about as a result of an attempt to improve educational practices by taking advantage of research experience in the field of additive manufacturing technologies. As a result of the work carried out, an open educational resources project was developed by the group of educational innovation Ingeniería de Fabricación of the University of Las Palmas de Gran Canaria. It consists of interactive teaching material adapted to the new international standards that regulate these technologies and includes a methodology for selecting the most appropriate technology for the specific application. In this paper, we describe the co-creation process that was carried out with students in order to develop the resources, as well as a description of the didactic material itself together with its interactive elements. An analysis of its use in various academic courses is included and also an evaluation of its impact, both in teaching a specific subject and in other training activities. Our findings indicate that the process has led to the production of didactic materials that present content in an attractive way and which, in combination with active methodologies, noticeably improves students’ learning experiences, and is also considered a successful experience in open educational practices.

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