One of the desirable features that quality teaching
should have is individualized attention to the students.
On the other hand, it has been observed that the
students tend to solve fewer exercises than those
required. They usually do the resolution of exercises
in the vicinity of the exams and not in a continuous
way throughout the course, which has an impact on
both their learning and their academic performance.
In this work we present a teaching innovation of
individualized support calledPeer ReviewedPostprint (published version

López Álvarez, David

Pérez Poch, Antoni

One of the desirable features that quality teaching

should have is individualized attention to the students.

On the other hand, it has been observed that the

students tend to solve fewer exercises than those

required. They usually do the resolution of exercises

in the vicinity of the exams and not in a continuous

way throughout the course, which has an impact on

both their learning and their academic performance.

In this work we present a teaching innovation of

individualized support calledPeer Reviewe

UPCommons

Mejora del aprendizaje mediante Just-In-Time Teaching en la docencia de Informática Básica

UPCommons. Portal del coneixement obert de la UPC

Una de las características deseables que debe tener la docencia de calidad es la atención individualizada al alumnado. Por otro lado, se ha observado que los estudiantes tienden a resolver menos ejercicios de los deseados, pero sobre todo concentran la resolución de ejercicios en las cercanías de los exámenes y no de manera continuada a lo largo del curso, lo que repercute tanto en el aprendizaje como en el rendimiento académico. En este trabajo presentamos una innovación docente de apoyo individualizado denominada "Just-in-Time-Teaching" (JiTT) que consiste en la recogida vía campus virtual y evaluación previa a la clase de ejercicios en una asignatura de Informática Básica en Grados de Ingeniería Industrial en la Escuela de Ingeniería Barcelona Este (EEBE-UPC). Los objetivos son mejorar el rendimiento académico y la atisfacción del alumnado, así como reducir el absentismo. Se describe una prueba piloto realizada en un grupo de laboratorio y con dos grupos de control en el curso 2016-17. Se cuenta con los datos de la nota de acceso de los alumnos, edad y procedencia. Se muestran los resultados de la aplicación de la técnica (correlación con las notas de la asignatura, encuestas SEEQ de satisfacción, entrevistas al alumnado) y se comparan con los resultados obtenidos en los grupos control, y con el histórico de la asignatura, obteniéndose mejoras significativas en las notas finales de la asignatura, en la percepción de los alumnos de la docencia recibida y una caída en el absentismo. En conclusión, se trata de una metodología prometedora que promueve la atención individualizada a un coste razonable para el profesorado.One of the desirable features that quality teaching should have is individualized attention to the students. On the other hand, it has been observed that the students tend to solve fewer exercises than those required. They usually do the resolution of exercises in the vicinity of the exams and not in a continuous way throughout the course, which has an impact on both their learning and their academic performance. In this work we present a teaching innovation of individualized support called "Just-in-Time-Teaching" (JiTT) which consists of the collection via virtual campus and previous evaluation to the class of exercises in a Computer Science Fundamentals subject in Industrial Engineering Degrees at the Engineering School Barcelona East (EEBE-UPC). The objectives are to improve academic performance and student satisfaction, as well as reducing absenteeism. We describe a pilot experience conducted in a laboratory group and with two control groups in the course 2016-17. Data of the access mark of the students, age and previous studies are collected. The results of the analysis on the application of this technique (correlation with the final grades of the subject, SEEQ satisfaction surveys, interviews with the students) are shown and compared with the results obtained in the control groups. Significant improvements are found in the final grades, in the students' perception of the received teaching, and a decrease in abseentism. In conclusion, this is a promising methodology that promotes individualized teaching at a reasonable cost for the teaching staff

Mejora del aprendizaje mediante Just-In-Time Teaching en la docencia de Informática Básica

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