Effectiveness of Blended Learning in Biomedical Engineering: A Meta-Analysis

The goal of this meta-analysis is to assess the effectiveness of blended learning in biomedical engineering. To that end, the PubMed and Medline databases were combed for relevant research through January 2022, and the eligible papers were picked using a rigorous PRISMA-based selection approach. Blended learning was compared to traditional teaching approaches in all of the research considered. As a consequence of the present search, eighteen research articles with a total of 3097 participants adopting blended learning for biomedical engineering education were dis-covered. Two studies were included from each of the following countries including Australia, Brazil, Germany, Spain and USA. While, one study from China, Denmark, France, KSA, Malaysia, Serbia, Turkey and United Kingdom was included. The results of a metaanalysis employing random effects models revealed a significant difference between all blended learning and conventional learning methods [MD and its 95% CI were 2.36 (0.94, 3.78)]. The findings advised that biomedical engineering education stakeholders use an innovative teaching strategy based on digital pedagogies

Effectiveness of Practical Experiences in Using Digital Pedagogies in Higher Education: A Meta-Analysis

Higher education institutions are trying to give a greater flexibility and individualization, generally through the use of new digital pedagogies. The goal of the meta-analysis is to evaluate the efficacy of a real-world experiences using digital pedagogies in higher education. To that end, the PubMed and Medline databases have been combed for relevant research through December 2021, and the eligible papers were selected using the PRISMA-based selection approach. One compared digital pedagogies to traditional teaching approaches. Various digital pedagogy technologies, such as video tutorials/social media, mobile app/computer software, flipped classroom, and virtual reality/simulation, were applied in this research. As a consequence of the present search, twenty-three research with a total of 1450 participants adopting digital pedagogies for higher education were discovered. The findings advised that higher education stakeholders use an innovative teaching strategy based on digital pedagogies. This integration of digital tools generates an effective learning environment and encourages the self-learning, which enhances the pedagogical performance of students and teachers

The effects of a goal-framing and need-supportive app on undergraduates´ intentions, effort, and achievement in mobile science learning

In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional tool (textbook). We randomized 128 undergraduate students learning to identify species in this 2 × 2 experiment. Using Bayesian analyses, results show a credible interaction effect between the mobile app and intrinsic goal-framing for intentions and identified regulation. For effort and achievement, the main effect of mobile learning is credible with substantial effect sizes. We argue that these findings are due to the need-supportive features within the mobile app and need-satisfying experience of pursuing intrinsic goals. For intrinsic motivation and amotivation, however, extrinsic goal-framing and intrinsic goal-framing, respectively, are credible and positive main effects, which is unexpected. More research is needed to investigate if this contradictory finding is replicated by others, or if students are pursuing extrinsic goals for autonomous motivation. Bayesian multigroup path analysis found across both groups that identified regulation predicted intentions, and intrinsic motivation predicted effort and achievement. For the extrinsic goal-framing group, amotivation predicted achievement, identified regulation predicted effort and achievement, and intrinsic motivation negatively predicted intentions. The results of our study provide theoretical implications for how goal-framing energizes different types of motivation within the mLearning context, and how manipulation within technology may have a differential effect on motivation than a physical agent.publishedVersio

AIM-Mobile Learning Platform to enhance the teaching-learning process using smartphones

Producción CientíficaDesarrollo de un entorno de enseñanza-aprendizaje para dispositivos móviles que permite asistir a los estudiantes y crear paquetes de educación on-line en asignaturas de educación superiorGrupo de Innovación Docente (Universidad de Valladolid) 2014/15, 2015/16, 2016/1

La docencia en la Enseñanza Superior. Nuevas aportaciones desde la investigación e innovación educativas

Esta obra recoge interesantes aportaciones sobre investigación e innovación educativa, especialmente aquellas que se dan en el ámbito universitario. Con el título La docencia en la Enseñanza Superior. Nuevas aportaciones desde la investigación e innovación educativas, se compilan los más actuales trabajos de investigación en torno al proceso de enseñanza-aprendizaje. La obra se estructura en diversos bloques, cada uno de ellos compuesto por un número variable de capítulos, que aglutinan las experiencias de investigación teórica y aplicación práctica sobre experiencias concretas de innovación docente. Los bloques son: 47 capítulos sobre la temática referida a Resultados de investigación sobre la docencia en la Educación Superior; 43 sobre la temática Acciones educativas innovadoras en la Educación Superior; 8 sobre Innovación docente en torno a los procesos de enseñanza-aprendizaje inclusivos; 9 sobre Acciones de apoyo, orientación y refuerzo al alumnado para la mejora de la formación y de los resultados en la Educación Superior; 24 sobre Nuevas metodologías basadas en el uso de las tecnologías (TIC o TAC) en la Educación Superior; y 4 sobre Investigación e innovación en enseñanza no universitaria para tender puentes con la Educación Superior