scholarly journals Content review using Kahoot! with aeronautical engineering students

2018 ◽  
Author(s):  
Vicente Albero ◽  
Carmen Ibáñez
Keyword(s):  
Learning Process ◽  
Engineering Students ◽  
Level Of Satisfaction ◽  
Technical Content ◽  
Aeronautical Engineering ◽  
Real Scenario ◽  
Didactic Material ◽  
Teaching Learning ◽  
High Level ◽  
Content Review

In the framework of the subject “Analysis of aeronautical structural components” included in the Master of Science of Aeronautical Engineering at the Universitat Politècnica de València, the application Kahoot! is employed in order to review the technical content and obtain feedback of the level of knowledge acquired by the students. Kahoot! allows developing multiple choice interactive quizzes that are solved in the classroom. Using this type of tools enhances the attention of the students and helps to create interesting discussions making the students be part of the teaching-learning process. Besides, the platform allows analyzing the results of the technical content reviewed which, in turn, permits the lecturer to adapt the didactic material to a real scenario. Furthermore, the results obtained from the assessment survey show the high level of satisfaction of the students with an activity which allows them to learn in a fun way. In conclusion, the application of Kahoot! for content review helps to perfect the teaching-learning process and improves academic performance in an attractive and engaging environment.

scholarly journals O Ensino de Álgebra Linear para Engenharias utilizando o Scilab: aspectos matemáticos e computacionais / Teaching of Linear Algebra to Engineering Students using Scilab: mathematical and computational aspects

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcos Rodrigues Pinto
Keyword(s):  
Equilibrium Point ◽  
Linear Algebra ◽  
Learning Process ◽  
Engineering Students ◽  
Algebraic Thinking ◽  
The Other ◽  
Personal Computers ◽  
Special Linear ◽  
Computational Aspects ◽  
Teaching Learning

ABSTRACTThe teaching of Algebra, in special Linear Algebra, to engineering students, come changing its focus since the popularization of personal computers. Various specialized softwares has been developed and has become feasible to pay more attention in the algebraic thinking to solve problems and minus attention in the calculus itself. But one needs to be careful to not go to the extreme of this teaching-learning process. The teaching of Algebra using computational software must not mean the teaching of a sequence of commands and its syntaxes. On the other hand, it must not mean to memorize a sequence of definitions and theorems. So we propose a equilibrium point based on our experience with students of engineering that attended in our lessons of Algebra with Scilab software.RESUMOO ensino de álgebra, especialmente álgebra linear (AL), para estudantes de engenharia, vem mudando seu foco desde a populariozação dos computadores pessoais. Diversos softwares especializados têm sido desenvolvidos e tornado possível prestar mais atenção ao pensamento algébrico para a solução de problemas do que ao cálculo em si. Mas é necessário ter-se cuidado para não ocupar os extremos nesse processo de ensino-aprendizagem. O ensino de álgebra usando softwares não deve significar ensinar uma sequência de comandos e suas sintaxes. Também não deve significar memorizar uma sequência de definições e teoremas. Assim, propõe-se um ponto de equilíbrio baseado na experiência com estudantes de engenharia que participaram das aulas de AL utilizando o Scilab.

scholarly journals The Usefulness of Video Learning Analytics in Small Scale E-Learning Scenarios

2021 ◽  
Vol 11 (21) ◽  
pp. 10366
Author(s):  
César Córcoles ◽  
Germán Cobo ◽  
Ana-Elena Guerrero-Roldán
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Large Scale ◽  
Real Data ◽  
Small Scale ◽  
E Learning ◽  
Learning Scenarios ◽  
Real Scenario ◽  
Teaching Learning ◽  
Learning Data

A variety of tools are available to collect, process and analyse learning data obtained from the clickstream generated by students watching learning resources in video format. There is also some literature on the uses of such data in order to better understand and improve the teaching-learning process. Most of the literature focuses on large scale learning scenarios, such as MOOCs, where videos are watched hundreds or thousands of times. We have developed a solution to collect clickstream analytics data applicable to smaller scenarios, much more common in primary, secondary and higher education, where videos are watched tens or hundreds of times, and to analyse whether the solution is useful to teachers to improve the learning process. We have deployed it in a real scenario and collected real data. Furthermore, we have processed and presented the data visually to teachers for those scenarios and have collected and analysed their perception of their usefulness. We conclude that the collected data are perceived as useful by teachers to improve the teaching and learning process.

scholarly journals Meaningful learning using concept maps as a learning strategy

2017 ◽  
Vol 7 (3) ◽  
pp. 313 ◽  
Author(s):  
Carmen Romero ◽  
Moisés Cazorla ◽  
Olga Buzón
Keyword(s):  
Student Satisfaction ◽  
Concept Maps ◽  
Learning Strategy ◽  
Concept Map ◽  
Natural Sciences ◽  
Assessment Tests ◽  
Level Of Satisfaction ◽  
Teaching Learning ◽  
High Level ◽  
Previous Session

This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

Does Online Learning Meet the Expectation? A Case Study of Short Semester General English Class

2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Online Teaching ◽  
English Class ◽  
Efl Students ◽  
Teaching Learning ◽  
High Level ◽  
Giving Feedback

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>

scholarly journals Relación Entre la Investigación y la Docencia Activa. Un Punto de Vista Cualitativo de Estudiantes de Ingeniería

2018 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Aránzazu Berbey Álvarez ◽  
Humberto Álvarez ◽  
Jessica Guevara Cedeño ◽  
Juan De Dios Sanz Bobi
Keyword(s):  
Active Learning ◽  
Qualitative Study ◽  
Qualitative Analysis ◽  
Learning Process ◽  
Engineering Students ◽  
Scientific Research ◽  
Research Results ◽  
Teaching Learning

This manuscript presents a qualitative analysis about the engineering students perspective of the insertion of research results in the teaching/learning process in the classroom, and if these didactic resources motivated or promoted a future scientific research career.Keywords: research, active learning teaching, engineering students, perception, qualitative study. 

scholarly journals Uso de la metodología de aprendizaje basada en proyectos para la adquisición de competencias transversales con niveles de dominio alto en asignaturas relacionadas con la Bioelectricidad

2020 ◽  
Author(s):  
Beatriz Trenor ◽  
Gema Prats
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Modeling And Simulation ◽  
Learning Process ◽  
Biomedical Engineering ◽  
Project Based Learning ◽  
Teaching Learning ◽  
High Level ◽  
Academic Year ◽  
Competencias Transversales

The the need for greater participation and motivation of university students in the teaching-learning process has led to the concept of project-based learning. By using this methodology, the student works individually and in groups independently, but under the guidance of the teacher. Furthermore, this methodology allows the acquisition of transversal skills with a high level of mastery in subjects of the last year of undergraduate and master degrees. The objective of this work is the design and application of the project-based learning methodology in the subjects of Bioelectronics and Modeling and simulation of bioelectric systems that is capable of integrating the transversal competences "Design and project" (CT05), "Effective communication ”(CT08),“Understanding and integration ”(CT01),“ Analysis and problem solving ”(CT03),“Innovation, creativity and entrepreneurship ”(CT04) and“ Critical thinking ”(CT09), with high levels of mastery. This methodology has been applied throughout the 2019-2020 academic year in these subjects belonging to the Degree in Industrial Electronic and Automatic Engineering and the Master of Biomedical Engineering, respectively, from the Universitat Politècnica de València. The assessment of the students has been very positive and the acquisition of transversal skills has been very satisfactory.

scholarly journals PERSONAL SELF-REGULATION, ACADEMIC ACHIEVEMENT, AND SATISFACTION OF LEARNING (PRODUCT)

2016 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Jesús De la Fuente ◽  
Lucía Zapata Sevillano ◽  
Francisco J. Peralta ◽  
Mireia López
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Student Attitudes ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Learning Factor ◽  
And Performance ◽  
Teaching Learning ◽  
High Level

Abstract.Introduction. Every teaching-learning process aims toward a certain product, which is based on certain objectives and purposes that are to result in the student learning a specific subject matter. This product is called academic performance. Performance has been defined and categorized by different authors. Most research has analyzed performance based on a single global qualification. This tendency to reduce the outcome of learning to a single grade has become one of the main criticisms of research on academic performance. This variable has taken on greater importance in educational research in recent decades, with many variables being studied for their influence on the academic performance of university students. Some of these variables are approaches to learning, self-regulated learning, student attitudes, coping strategies and so on. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and satisfaction with learning and performance. In complementary fashion, the level of personal self-regulation had a significant main effect on a high level of satisfaction with learning, specifically in the satisfaction with learning factor and in thoughtful learning, and by high levels of procedural and attitudinal performance. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of satisfaction with learning, and academic performance.Palabras Clave: Personal self-regulation, satisfaction with learning, academic performance, teaching-learning process

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