1 University of Córdoba (SPAIN)
2 Estadística e Investigación Operativa (SPAIN)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 2917-2925
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0552
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
This paper presents a work focused on the methodology evolution studied from blackboard (2010) to e-learning (2017) of a transversal master subject, and their influence in the partial and final courses scores, so as the level of satisfaction of the students.
The transversal subject was called "Fundamentals and Tools for the Modelling of Technical-Scientific Processes of Investigation". This subject is structured into the following 4 sections (S): S1 and S2: Introduction to Computational Science. S3: The statistic modelling of useful processes for Social, Scientific Science and Engineering studies. S4: Tools for modelling and simulation of systems.

Hypothesis (H):
User's acceptance of ICT (H1): User's acceptance of ICT (mini-videos, virtual laboratory, presentations, etc.) is related with the inclusion of the e-learning and improves the final scores of the students.
E-learning and internationalisation (H2): The use of e-learning positively influences in the variety of the maters' students and the internationalization.
Educational use of Social Networks (H3): Educational use of Facebook (communication ability, satisfaction's degree, self-learning and tutorials) positively influences in the students' final scores.

The research has been divided in three phases. In the first phase, an Interactive Simulation Laboratory (ISL) was developed and implemented, in which, from the study of projectile motion through resistant environments, the students are introduced to modelling and numeric simulation processes, comparing different numerical methods. In the second phase, 8 mini-videos were developed. In the third phase, the virtual platform Moodle was utilized incorporating the ISL developed; online tutoring was made available; the filmed mini-videos were uploaded, as well as the teaching methods at the disposal of the students (transparency slides, practice material, additional lectures, etc.) that are necessary for optimal development of the course. What is more, a Facebook work group has been created and integrated as a complementary tool in the master degree. Also, the complete virtualization increased the integration of international students during the 2015-2016 course. Furthermore, strategies and on-line evaluation systems were designed that help to establish the level of knowledge acquired by the students. Finally there was a study done on the level of satisfaction of the students regarding both the virtual tools and multimedia. The results of the different thematic blocks that make up the course and the variation of the final results achieved were analyzed statistically.

This progressive virtualization of the course, the development of Information and Communication Technology (ICT) tools, the introduction of Social Networks and the incorporation of online evaluation tools are making it possible for this course to be taken by students that come from different academic backgrounds of technology, science, social science, and health science obtaining satisfactory results while initially lacking previous knowledge. The Kruskal-Wallis test has proven that only in the 2010-11 (Chi-Square=13, p-value=0.023), 2014-15(Chi-Square=7.930, p-value=0.047) and 2016-17 (Chi-Square=17.981, p-value=0.012) the final scores were improved by the changing in the educational methodology. The inclusions of the Social Networks in the e-learning method have shown an improvement in the students’ final scores.
Simulation methods, Mini-videos, Social Networks, e-learning platform, Multimedia.