Learning new innovative methodologies used in covid-19 times
DOI:
https://doi.org/10.35564/jmbe.2021.0018Keywords:
Educational innovation, Gamification, Wooclap, Kahoot, innovative methodologies, B-learningAbstract
Currently, online or hybrid teaching are increasingly in demand and have been driven by social, demographic and health factors such as that experienced during the global COVID-19 pandemic. The traditional classroom as originally was conceived has expanded both its temporal and physical limitations. This text shows how new innovative methodologies have been developed through different applications such as Wooclap or Gamification works, with the main objective of checking the perception, motivation and satisfaction of students. These are useful tools for teachers to get an easy and fast feedback from students. Two hypotheses are also presented, which will be contrasted with the analysis of the grades of the final tests of the 2019/2020 academic year and several questionnaires, with a high response ratio (88.33%), but with a small sample (60 subjects), where it has been found that the students adapt to the methods previously exposed. The main conclusion is the following: students adapt to remote teaching, they get involved in the subject and spend time learning, they are motivated to use innovative techniques, they show interest and participation in them.
Downloads
References
Ángelo, J., Gomes, M. J., & Cruz, A. (junio de 2017). Blended versus face-to-face: comparing student performance in a therapeutics class. IET Digital Library, 11, 135-140. https://doi.org/10.1049/iet-sen.2016.0190
Area Moreira, M. (2002). La integración escolar de las nuevas tecnologías. Entre el deseo y la realidad. Recuperado el 21 de 3 de 2021, de https://www.researchgate.net/publication/238699414_LA_INTEGRACION_ESCOLAR_DE_LAS_NUEVAS_TECNOLOGIAS_ENTRE_EL_DESEO_Y_LA_REALIDAD
Arteaga, S. (28 de marzo de 2021). Guía de iniciación a Kahoot!: qué es, cómo funciona y cómo crear tus primeros tests. Obtenido de ComputerHoy: https://computerhoy.com/reportajes/tecnologia/guia-iniciacion-kahoot-como-funciona-como-crear-primeros-tests-834405
Beltran, J. S. (2020). Gamification to motivate the development of autonomous tasks in the university : Case study: Central University of Ecuador. (págs. 61-70). Universidad Central Del Ecuador: CIMPS 2020. https://doi.org/10.1109 / CIMPS52057.2020.9390122
Cabero Almenara, J. (2014). University teacher training in ICT. Application of Delphi method for. Educación XX1, 1(1), 132. https://doi.org/10.5944/educxx1.17.1.10707
Casal, J., & Mateu, E. (2003). Tipos de muestreo. Rev. Epidem. Med. Prev.
Contreras, R., & Eguia, J. L. (2016). Gamificación en aulas universitarias. Bellaterra:: Institut de la Comunicació. Recuperado el 1 de Abril de 2021, de https://ddd.uab.cat/record/166455
Delporte, C., Vanden Dael, A., & Van Amberes, P. (2017). El profesor Delporte explica cómo aumentó las calificaciones de sus estudiantes en un 10% con Wooclap! DIfusion. Recuperado el 2 de 2 de 2021, de http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/259954
Deterding, S. D. (2011). From game design elements to gamefulness: defning gamifcation. (págs. 9-15). ACM. https://doi.org/10.1145/2181037.2181040
Donnermann, M., Lein, M., Tanja, M., Anna, R., Schaper, P., Steinhaeusser, S., & Lugrin, B. (2021). Social Robots and Gamification for technology supported learning: An empirical study on engagement and motivation. Computers in
Human Behavior. https://doi.org/10.1016/j.chb.2021.106792
Education: From disruption to recovery . (2020). Recuperado el 2021, de https://en.unesco.org/covid19/educationresponse.
García-Peñalvo, F. J., Corell, A., Abella, V., & Grande de prado, M. (2020). La evaluación online en la educación superior en tiempos de la COVID-19. Education in the Knowledge Society. Recuperado el 2021, de https://www.researchgate.net/publication/341398246_La_evaluacion_online_en_la_educacion_superior_en_tiempos_de_la_COVID-19
Garrison D.R., K. H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Grzych, G., & Schraen-Maschke, S. (2019). Interactive pedagogic tools: Evaluation of three assessment systems in medical education. Anales de biología clínica, 77(4), 429-435. https://doi.org/10.1684/abc.2019.1464
Jerez, O. M., Baloian, N., & Zurita, G. (2017). Authentic Assesment Between Peers in Online Courses with a Large Number of Students. IEEE 17th International Conference on Advanced Learning Technologies (ICALT) (págs. 235-237.). Timisoara: IEE. doi:10.1109/ICALT.2017.160
Lefèvre, N., Cosse, M.-P., Hafner, C., & Govaerts, B. (s.f.). Un enseignement collaboratif et innovant de la atatistique au sein de l'UCL - Plateforme d'autoaprentissage en ligne et utilisation de televoteurs. CFIES 2017. Recuperado el 30 de febrero de 2021
Mejía Madrid, G. (2019). El proceso de enseñanza aprendizaje apoyado en las tecnologías de la información: modelo para evaluar la calidad de los cursos b-learning en las universidades. Universidad de Alicante.
Mosquera Gende, I. (24 de 02 de 2020). ¿Qué son las metodologías activas? Cuatro docentes nos lo explican. UNIR educación.
Murillo-Zamorano, L. R., López Sánchez, J. A., Godoy-Caballero, A. L., & Bueno Muñoz, C. (2021). Gamifcation and active learning in higher education: is it possible to match digital society, academia and students’ interests? International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00249-y
O`Malley, C. V. (2003). Guidelines for learning, teaching, and tutoring in a mobile environment. MOBILearn project. Recuperado el 3 de abril de 2020, de http://www.mobilearn.org/download/results/guidelines.pdf
Pelegrín-Borondo, J., Sierra-Murillo, Y., Olarte-Pascual, C., & García-Milon, A. (20 de marzo de 2020). Game of thrones in class. Effect of gamification on amotivationand perceived quality. Journal of Management and Business Education, 3(1), 72-89. https://doi.org/10.35564/jmbe.2020.0006
Pintor, E. G. (2014). Kahoot en docencia: Una alternativa práctica alos clickers. En XI Jornadas Internacionales de Innovación Universitaria: Educar para Transformar. Obtenido de https://abacus.universidadeuropea.es/bitstream/handle/11268/3603/x_jiiu_2014_322.pdf?sequence=2&isAllowed=y
Sáiz Manzanares, M. C., Marticorena Sánchez, R., García Osorio, C. I., & Díez-Pastor, J. (2017). How Do B-Learning and Learning Patterns Influence Learning Outcomes. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.00745
Sánchez-Marín, A. J., Lozano-Reina, G., Lucas-Pérez, M. E., Madrid-Garre, M. F., & Sánchez-Marín, G. (2020). Developing new learning tools in the classroom: the Kahoot experience. Journal of Management and Business Education, 3(3), 214-235. https://doi.org/https://doi.org/10.35564/jmbe.2020.0014
SeroBOT. (13 de marzo de 2021). Wikipedia. Recuperado el 29 de marzo de 2021, de Kahoot!: https://es.wikipedia.org/w/index.php?title=Kahoot!&oldid=133948039
Valverde Berrocoso, J., Garrido Arroyo, M., & Sosa Díaz, M. (2010). Políticas educativas para la integración de las TIC en Extremadura y sus efectos sobre la innovación didáctica y el proceso enseñanza-aprendizaje: la percepción del profesorado. Las TIC en la educación obligatoria de la teoría a la politica y la práctica(99-100).
Vergara Rodríguez , D., & Gómez Vallecillo, A. I. (06 de octubre de 2017). Espacio de pensamiento e innovación educativa. Recuperado el 13 de 02 de 2021, de Origen de la gamificación educativa: http://espacioeniac.com/origen-de-la-gamificacion-educativa-por-diego-vergara-rodriguez-y-ana-isabel-gomez-vallecillo-universidad-catolica-de-avila/#:~:text=Se%20trata%20de%20un%20pr%C3%A9stamo,revoluci%C3%B3n%20que%20estaba%20reprogramando%20la
Vidal Puja, M. (2006). Investigación de las TIC en educación. Revista Latinomaricana de tecnología Educativa, 5(2), 539- 552.
Voutilainen, A., Saaranen, T., & Surmunen, M. (marzo de 2017). Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. Nurse Education Today, 97-103. https://doi.org/10.1016/j.nedt.2016.12.020
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Management and Business Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License terms at: https://creativecommons.org/licenses/by-nc/4.0/legalcode
