The use of Audience Response Systems in the Faculty of Economics and Business: an case of study

We have investigated the effectiveness of clickers as a support tool of the learning process of economics in higher education, specifically on the subject of Principle of Economics. We assessed whether support teaching with the use of Audience Response Systems (ARSs) increase the probability that the student passes the examination in both its theoretical and practical. We propose a mixed methodology, a bivariate probit model framed by statistical causal inference, which provides robust results. We have found strong statistical evidence, that the ARSs offer outstanding support to teaching, although with constraints. First focuses on the aforementioned theoretical and secondly, the help offered by the students ARSs is clearly a function of the frequency of use thereof cited by students

Students’ challenges in the Mandarin classroom: A blended learning experience / Teoh Joo Tong and Chong Geeng Ling

The purpose of study was to investigate the challenges of implementing the blended learning approach in Mandarin classes in a public university. A quantitative approach was used to analyze the data collected through an open-ended questionnaire. A total of 112 respondents were selected from students who were enrolled Mandarin course. The results indicated that the internet connectivity were the biggest challenges faced by blended mode students in Mandarin classes followed by technical glitches and human factors. A number of suggestions were highlighted by the respondents to improve the blended learning system

The curious case of blended learning: an evaluation of a curriculum innovation in the global mental health Master’s programme

Background: This study aimed to evaluate students’ satisfaction, perceived utility and engagement with a range of Blended Learning (BL) resources, in the context of the staged introduction of BL within the MSc Global Mental Health Programme. Methods: A descriptive mixed methods design was employed. An electronic questionnaire was completed by 18 (90%) of the enrolled on-campus students. Eight of them opted to participate in a collaborative workshop aiming to corroborate and expand upon the questionnaire findings, and generate ideas for optimising the BL components. Results: Overall, students were satisfied with the quantity and usefulness of the BL materials. Specifically, the easy access to, and diversity of, learning activities were recognised as instrumental in stimulating innovative ways of thinking, in addition to improving subject-specific knowledge. Students starkly diverged according to their reported use of materials as the foundation of independent study as well as perceptions of the difficulty level of the modules. Students reported lacking the confidence and knowledge regarding integrating the breadth of learning resources effectively to support their learning. Collaboratively, the students helped generate actionable programmatic changes aimed at improving the curriculum cohesion and enhancing learner engagement. Conclusion: Systematic evaluation of the initial stages of BL is critical. This study demonstrated the complexities of the staged introduction of BL in terms of ensuring learning efficiency, student satisfaction, learner development and programme cohesion. This study enabled the identification of strategic and feasible high-impact areas for optimising BL, and transforming them into stages of change

Blended learning in design education: an analysis of students' experiences within the disciplinary differences framework

Cataloged from PDF version of article.Blended learning has already become an indispensable part of education in many fields. However, the majority of existing research on blended learning has assumed homogeneity of disciplines. This study suggests that research highlighting disciplinary effects and differences is much needed to effectively develop courses and tools consonant with the characteristics of each discipline. To help close this research gap, this paper focuses on design education and analyses student experiences in a "blended design studio" that combined the Moodle learning management system, live videoconferencing, and social networking media (Facebook) with traditional face-to-face learning (design studio). Students' perceptions of the methods and tools were elicited through structured and open-ended questions and qualitative variations in responses were categorised. Subsequent quantitative analysis revealed that the characteristics of soft-applied fields require customisation in blended courses and educational system designs in several ways

Aportaciones al e-learning desde un estudio de buenas prácticas en las universidades andaluzas

La presència i el desenvolupament de les tecnologies de la informació i la comunicació (TIC) cada vegada és més apreciable en tots els nostres àmbits, i són molt nombrosos els esforços que les universitats de tots els països fan per incorporar-les a activitats com la gestió, la investigació o la docència. És en aquest context on neix l’estudi que exposem en aquest article, els principals propòsits del qual es van declarar en els termes següents: a) identificar els usos que els professors fan de l’aprenentatge virtual denominats de «bones pràctiques»; b) saber quins problemes tècnics, didàctics i organitzatius han trobat els professors a l’hora d’incorporar aquesta modalitat d’ensenyament-aprenentatge; c) analitzar les característiques dels materials que s’han dissenyat amb aquesta finalitat. Per a fer l’estudi es van utilitzar diferents estratègies de recollida d’informació, com ara el biograma, l’entrevista individual al professorat, l’anàlisi dels materials i l’entrevista grupal als alumnes. En síntesi, podríem dir que els resultats obtinguts ens van permetre arribar a algunes conclusions, com, per exemple, una actitud favorable, tant per part dels professors com dels alumnes, envers les metodologies en línia, però, més especialment, cap a models mixtos o semipresencials, de les quals van destacar la utilitat, la flexibilització que permeten, i l’augment de la implicació i la participació de l’alumnat. Així mateix, es va identificar la necessitat de formació didàctica per part dels docents i els estudiants, i la urgència de disposar de serveis i unitats d’ajuda per al professorat amb relació a l’ús d’eines, el disseny de materials i els recursos disponibles. Finalment, es va detectar un increment del rendiment acadèmic dels estudiants amb la implementació d’accions formatives semipresencials.The presence and development of ICTs in higher education is ever greater, and so are the efforts that universities everywhere have been making to incorporate them into areas such as management, research and teaching. It is within this context that the study presented in this article falls. The main objectives of the study were stated in the following terms: a) To identify how lecturers who were recognised for their best practices in e-learning made use of such practices; b) To ascertain the technical, didactic and organisational problems that they found when incorporating this teaching-learning modality; and c) To analyse the characteristics of the materials that were designed for that purpose. To do that, several data collection strategies were used, such as lecturer bios, individual lecturer interviews, an analysis of materials, and a group student interview. The results allowed a number of conclusions to be drawn, such as positive lecturer and student attitudes towards e-learning in general and towards blended learning in particular. Both the lecturers and the students highlighted their usefulness, the flexibility they allow, and the increase in student involvement and participation. Likewise, the need for both the lecturers and the students to have didactic training was identified, as was the urgent need to set up units and services to assist teaching staff with the use of tools, with the design of materials and with the resources available. Finally, the implementation of blended learning was found to increase the students’ academic performance.La presencia y el desarrollo de las tecnologías de la información y la comunicación (TIC) resulta cada vez más apreciable en todos nuestros ámbitos, y son muchos los esfuerzos que las universidades de todos los países efectúan para incorporarlas a actividades tales como la gestión, la investigación o la docencia. Es en este contexto en el que surge el estudio que exponemos en el presente artículo, cuyos propósitos principales se declararon en los siguientes términos: a) identificar los usos que hacen los profesores denominados como de «buenas prácticas» del e-learning; b) conocer qué problemas técnicos, didácticos y organizativos encontraban a la hora de incorporar esta modalidad de enseñanza-aprendizaje; c) analizar las características de los materiales diseñados para tal fin. Para ello se emplearon diferentes estrategias de recogida de información, tales como el biograma, la entrevista individual al profesorado, el análisis de los materiales y la entrevista grupal a los alumnos. En síntesis, podríamos decir que los resultados obtenidos nos permitieron llegar a algunas conclusiones, como, por ejemplo, una actitud favorable, tanto por parte de los profesores como de los alumnos, hacia metodologías en línea, pero, más especialmente, hacia modelos mixtos o semipresenciales, de las cuales destacaron su utilidad, la flexibilización que permiten, y el aumento de la implicación y la participación del alumnado. Asimismo, se identificó la necesidad de formación didáctica por parte de los docentes y los estudiantes, y la urgencia de servicios y unidades de ayuda para el profesorado en lo que se refiere al uso de herramientas, el diseño de materiales y los recursos disponibles. Por último, se detectó un incremento del rendimiento académico de los estudiantes mediante la implementación de acciones formativas semipresenciales

“Carpa de protección solar”. La dermofarmacia como herramienta para la concienciación y prevención del cáncer de piel

[EN] During academic year 2017/2018 the project: “Sun damage protection tent” take place as a Service-Learning Methodology. In this experience, diverse agents are involved, creating an interdisciplinary space in which pharmacy students are going to participate. This project is presented in order to motivate the students to create a didactic material, a leaflet, and a website with the awareness campaign ideas to present in the annual “Sun damage protection tent” that promotes the “Colegio Oficial de farmacéuticos de Zaragoza”(C.O.F.)and “Asociación Española Contra el Cáncer”(A.E.C.C.) Pharmacy students are going to be the creative force of the campaign. Also, they are going to be part of the participating volunteers of the “Sun damage protection tent” and to complete the activities of the project, it will be close with the location of a “sun tent” on Universidad San Jorge´s campus. There, the students can share the knowledge acquired during the experience, their communication skills and try to educate their colleagues and other member of the academic staff in sun protection. The participation of the students will consist in the design, training, diffusion, implementation and assessment of the project. Varied innovative methodologies are used in this experience: Service-Learning and Information and communications technology[ES] Durante el curso académico 2017/2018 se lleva a cabo el servicio de Aprendizaje-Servicio “Carpa de protección solar”. La dermofarmacia como herramienta para la concienciación y prevención del cáncer de piel. En esta experiencia intervienen diferentes agentescreando un espacio interdisciplinar en el que van a participar los estudiantes de farmacia. El presente proyecto motiva a los alumnos a crear un material didáctico, un folleto y una página web que contengan las principales ideas de la campaña anual “Carpa solar” que el Colegio Oficial de Farmacéuticos de Zaragoza(C.O.F.) organiza junto ala Asociación Española contra el Cánces (A.E.C.C.) Los alumnos van a formar parte de la de la campaña desde su creación hasta la participación como voluntarios en las carpas solares. Para completar el proyecto, se finalizará con la instalación de una carpa solar en el campus universitario. Los estudiantes podrán compartir su aprendizaje adquirido sobre protección solar, tanto con sus compañeros de otros grados como con el personal académico. La participación de los alumnos consistirá en el diseño, práctica, difusión y evaluación del proyecto. Se aplican metodologías innovadoras como el Aprendizaje-Servicio(APS) y las tecnologías de la Información y la Comunicación (TICs)Uriel Gallego, M.; Sáez Benito Suescun, A.; Gómez Rincón, C. (2018). “Carpa de protección solar”. La dermofarmacia como herramienta para la concienciación y prevención del cáncer de piel. En IN-RED 2018. IV Congreso Nacional de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 1372-1380. https://doi.org/10.4995/INRED2018.2018.86071372138

How to improve students’ experience in blending learning? Evidence from the perceptions of students in a Postgraduate Master’s Degree

[EN] This paper examines the perceptions of a group of students of a Postgraduate Master’s Degree in Cosmetics Industry at the Universitat de València, delivered with a blended learning modality, in relation to their experience in face-to-face learning and differentiating between those with or without a previous background in a remote online learning environment, with the added purpose of identifying strategies to enhance that experience, while offering further evidence for scholars, educators and institutions in this field. To this end, a survey with open questions devised ad hoc leaning on our literature review was submitted to a group of 114 students of the Master’s Degree in the period 2017-2020. Students were enquired about the pros and cons of their blended learning experience in relation to the traditional face-to-face learning, and which modality they would choose next time if both were offered, only considering the achievement, experience and satisfaction, regardless of the price. 77 students of our initial sample participated in the questionnaire, 38 of them without previous experience in blended or distance learning. The results show a certain predilection for face-to-face learning, especially in the group of newbies in blended or distance learning. They highlight how they miss a closer interaction with their peers and professors and the difficulties to assimilate certain content, while appraising the flexibility, autonomy, and the self-pace of the blended learning modality. Correspondingly, students with experience in remote online education settings generally show a better predisposal and find fewer disadvantages in blended learning. This suggests that the factor of experience and adaptation to new tools and methods improves student perception and confidence and shapes their preferences, with a foreseeable growing acceptance of blended learning in the future. Finally, the outcome allows us to define a series of strategies to improve the achievement, experience, and satisfaction of students in this learning context.Garcia-Ortega, B.; Galan-Cubillo, J. (2021). How to improve students’ experience in blending learning? Evidence from the perceptions of students in a Postgraduate Master’s Degree. WPOM-Working Papers on Operations Management. 12(2):1-15. https://doi.org/10.4995/wpom.15677OJS115122Al-Khanjari, Z. A. S. (2018). Applying online learning in software engineering education. In Computer Systems and Software Engineering: Concepts, Methodologies, Tools, and Applications (pp. 217-231). IGI Global. https://doi.org/10.4018/978-1-5225-3923-0.ch010Angeli, C., Valanides, N., & Bonk, C. J. (2003). Communication in a web‐based conferencing system: the quality of computer‐mediated interactions. British Journal of Educational Technology, 34(1), 31-43. https://doi.org/10.1111/1467-8535.00302Arroyo-Barrigüete, J. L., López-Sánchez, J. I., Minguela-Rata, B., & Rodriguez-Duarte, A. (2019). Use patterns of educational videos: a quantitative study among university students. WPOM-Working Papers on Operations Management, 10(2), 1-19. https://doi.org/10.4995/wpom.v10i2.12625Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.Clark, T., & Barbour, M. K. (2015). Online, Blended, and Distance Education: Building Successful School Programs.Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018Garcia-Ortega, B., & Galan-Cubillo, J., (2021). Combining teamwork, coaching and mentoring as an innovative mix for self-aware and motivational learning. Imlementation case in teamwork sessions in the context of practices in a bachelor's degree. 15th Annual International Technology, Educationa and Development Conference. Valencia. Spain. https://doi.org/10.21125/inted.2021.2219Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://doi.org/10.1002/9781118269558Ginns, P., & Ellis, R. A. (2009). Evaluating the quality of e‐learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652-663. https://doi.org/10.1111/j.1467-8535.2008.00861.xGómez, W. A. R. (2014). Preguntas abiertas en encuestas ¿cómo realizar su análisis?. Comunicaciones en estadística, 7(2). https://doi.org/10.15332/s2027-3355.2014.0002.02Grasso, L. (2006). Encuestas. Elementos para su diseño y análisis. Editorial Brujas.Gros, B., & García-Peñalvo, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. Springer. https://doi.org/10.1007/978-3-319-17727-4_67-1Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145-178. https://doi.org/10.24059/olj.v23i2.1481Hong, J. C., Tai, K. H., Hwang, M. Y., Kuo, Y. C., & Chen, J. S. (2017). Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system. Computers in Human Behavior, 66, 353-362. https://doi.org/10.1016/j.chb.2016.08.044López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & education, 56(3), 818-826. https://doi.org/10.1016/j.compedu.2010.10.023Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. https://doi.org/10.1177/016146811311500307McGEE, E., & Poojary, P. (2020). Exploring Blended Learning Relationships in Higher Education Using a Systems-based Framework. Turkish Online Journal of Distance Education, 21(4), 1-13. https://doi.org/10.17718/tojde.803343Kemp, N. (2020). University students' perceived effort and learning in face-to-face and online classes. Journal of Applied Learning and Teaching, 3(1), 69-77. https://doi.org/10.37074/jalt.2020.3.s1.14Krause, K. (2007) "Griffith University blended learning strategy," Document number2008/0016252, 2007.Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time‐based blended learning model. On the Horizon. https://doi.org/10.1108/10748121111163913Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. Journal of online learning and teaching, 9(2), 271-288.Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The Effect of Learning Motivation, Self-Efficacy, and Blended Learning on Students' Achievement in The Industrial Revolution 4.0. International Journal of Emerging Technologies in Learning (iJET), 15(8), 71-82. https://doi.org/10.3991/ijet.v15i08.12525Rovai, A. P., & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. https://doi.org/10.1016/j.iheduc.2009.07.001Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13. https://doi.org/10.19173/irrodl.v5i2.192Sayed, M. (2013). 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E- Learning of Andalusian University's Lecturers. Gender

This study forms part of the research project: “Use of eLearning in Andalusian Universities: current status and analysis of good practice”. Our research focuses on two fundamental areas: firstly, the Virtual Andalusian Campus (VAC) as defined in the Digital University project set up by the Andalusia’s Regional Administration, and secondly an assessment of the technical and didactic potential of Learning Management Systems (LMS) for the teaching staff at these universities. The research was ndertaken using a quantitative methodology hich collected and analysed data through questionnaires to find out how eLearning is used by 1302 lecturers of different level of six different Andalusian´s university, and to assess their levels of satisfaction with it. The university teaching staff demonstrated positive attitudes towards the e-learning and b-learning process, the methods used, the support offered by the university, and the development programme. The research demonstrates the success of the programme, and shows that it promotes diversity within the university by making use of a variety of personal and professional factors. It also confirms that the majority of teaching staff at the universities do not consider the use of different platforms to be a problem, and that the success of the experience is dependent on the support and attitudes of the university. We found significant differences between the lecturers in terms of gender in two areas: male lecturers had more knowledge of the tools, and female lecturers made more use of them