108,214 research outputs found

    Collaborative E-learning Methodologies: an Experience of Active Knowledge in ICT Classrooms

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    In the present study we highlight a specific environment that makes use of collaborative technological tools, like wikis and forums within an e-learning platform. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The general goal of this paper is to contribute for the theoretical discussion on how active and collaborative experiences in ICT classrooms play a role on the construction of knowledge in HEIs. Based on the pointed outlines, we intend to: (1) understand how collaborative e-learning environments get students actively involved in the learning process;(2) perspective the role of collaborative tools at the level of group work and (3) find out how students assess their performance within a working group. Data was collected through questionnaires available on the e-learning platform Moodle. Descriptive statistical techniques were used to analyze quantitative data. Within the research questions proposed, the study, points towards some understanding of how a collaborative learning environment seems to get students actively involved in the learning process mainly if the tasks to be perform have an empirical component. The study also has shown that students seem to identify themselves with the need to be involved in simulations of their future professional activity, as well as with the need to regulate their own learning and to promote discussion not only between peers but also with the teacher

    Moving outside the box: Researching e-learning in disruptive times

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    Indexación: Scopus.The rise of technology’s influence in a cross-section of fields within formal education, not to mention in the broader social world, has given rise to new forms in the way we view learning, i.e. what constitutes valid knowledge and how we arrive at that knowledge. Some scholars have claimed that technology is but a tool to support the meaning-making that lies at the root of knowledge production while others argue that technology is increasingly and inextricably intertwined not just with knowledge construction but with changes to knowledge makers themselves. Regardless which side one stands in this growing debate, it is difficult to deny that the processes we use to research learning supported by technology in order to understand these growing intricacies, have profound implications. In this paper, my aim is to argue and defend a call in the research on ICT for a critical reflective approach to researching technology use. Using examples from qualitative research in e-learning I have conducted on three continents over 15 years, and in diverse educational contexts, I seek to unravel the means and justification for research approaches that can lead to closing the gap between research and practice. These studies combined with those from a cross-disciplinary array of fields support the promotion of a research paradigm that examines the socio-cultural contexts of learning with ICT, at a time that coincides with technology becoming a social networking facilitator. Beyond the examples and justification of the merits and power of qualitative research to uncover the stories that matter in these socially embodied e-learning contexts, I discuss the methodologically and ethically charged decisions using emerging affordances of technology for analyzing and representing results, including visual ethnography. The implications both for the consumers and producers of research of moving outside the box of established research practices are yet unfathomable but excitinghttp://www.ejel.org/volume15/issue1/p5

    Developing Project Managers’ Transversal Competences Using Building Information Modeling

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    The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching

    The difference between presence-based education and distance learning

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    Attempts to define distance learning always involve comparisons with presence-based education, as the latter is the most direct reference that the former has. It is on this basis that the convergent points, similarities and differences of the two types of approach are established. This article opens with such a comparison, before going on to focus mainly on distance learning and to examine methodological strategies that should be borne in mind when implementing an e-learning system

    Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

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    The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

    Gamification in higher education and stem : a systematic review of literature

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    In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching
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