Analysis of competence acquisition in a flipped classroom approach

Higher Education Institutions are interested in describing qualifications in terms of competences and abilities that prepare graduates best for their future professional and social life. This study aims to analyze students? acquisition of competences, on one hand, inside the classroom using a flipped learning approach, on the other hand, outside the classroom through students? self-study using information and communication technology resources such as teaching videos, virtual labs, simulations, or game-based learning. The study also wants to shed light on the relationship between the achieved competences and the learning outcomes. The analysis was based on the data collected from a core subject in the first year of the Computer Engineering and Information Systems degree courses. The answers to an online survey (n?=?285) were examined by using a structural equation model with 13 observed and seven latent variables. The results obtained show that the learning environment created inside and outside the classroom plays a key role in the acquisition and development of the three competences analyzed: systematic, personal, and cooperative. Our findings also suggest that competence or skills acquisition, despite being considered one of the main issues in the higher education qualifications framework, does not exactly match the academic results measured during the assessment process

Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

The development of Internet technologies and new ways of sharing information has facilitated the emergence of a variety of elearning scenarios. However, in technological areas such as engineering, where students must carry out hands-on exercises and laboratory work essential for their learning, it is not so easy to design online environments for practicals. The aim of this experimental study was to examine students' acceptance of technology and the process of adopting an online learning environment incorporating web-based resources, such as virtual laboratories, interactive activities, and educational videos, and a game-based learning methodology. To this end, their responses to an online questionnaire (n?=?223) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), but included and assessed other factors such as perceived efficiency, playfulness, and satisfaction, which are not explained by the TAM. Our results confirm that this extension of the TAM provides a useful theoretical model to help understand and explain users' acceptance of an online learning environment incorporating virtual laboratory and practical work. Our results also indicate that efficiency, playfulness, and students' degree of satisfaction are factors that positively influence the original TAM variables and students' acceptance of this technology. Here, we also discuss the significant theoretical and spractical implications for educational use of these web-based resources

Educational Technology in Flipped Course Design

The use of technology to engage students and to provide them with tools to study autonomously is increasingly frequent in higher education. This paper outlines an experimental study that analyzes the effectiveness of flipped classroom design, and argues how the use of technological, educational resources such as videos of educators teaching, interactive materials, simulators, virtual labs and game-based learning have facilitated the use of class time for active learning and discussion. The study was conducted in several academic years with groups studying Fundamentals of Computer Technology, a core subject in the first year of the Computer Engineering and Information Systems degree courses. We analyzed data collected from online activities on a learning platform created from scratch, from classroom activities and from attitudinal and satisfaction surveys. We compared the evolution of outcomes between the 2009-2010 and 2015-2016 academic years. The methodology followed a quantitative design with control and experimental groups, and descriptive statistical techniques were used. The results obtained show that learning achievement and performance in terms of qualifications were higher in the experimental groups, where the flipped classroom approach using technological resources was adopted, than in the control groups, where the traditional lecture approach was used. A significant positive effect on participation, engagement and student satisfaction was also identified

Virtual Learning Environment to Encourage Students' Relationships and Cooperative Competence Acquisition

Currently, companies and society widely proclaim the importance of solid communication and cooperative skills for professionals. Similarly, in higher education, programs are redefined to allow students to gain communicative and cooperative competences to qualify them for their professional work and the role they will play in society, however, there is a lack of specific guidelines on learning strategies and tools that promote acquisition and development of these competences. An empirical study is shown to examine how an online learning environment developed from scratch throughout several years and based on web-based resources such as virtual laboratories, interactive activities, educational videos, and a game-based learning methodology combines with active learning, which might impact the students relationships and cooperative competence development. As a result, a case study was carried out through a virtual learning environment. It was created to motivate and to facilitate students? involvement. The analysis was conducted based on the data collected from a core subject of the Computer Engineering and Information Systems degree courses. The answers of an online survey (n=289) were examined by using the structural equation modeling technique (SEM). The results obtained show that the use of this learning environment have a significant and positive impact on the two dimensions of relational coordination; communication and relationships. Furthermore, the learning environment plays a key role in the acquisition and development of cooperative competence. Additionally, the results indicate that communication and relationship positively influence on cooperative skills