About this paper

Appears in:
Pages: 810-813
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1178

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

TEACHING-LEARNING ACTIVITIES IN THE EUROPEAN HIGHER EDUCATION AREA: PRACTICAL ACTIVITIES

M. Fernández-Hawrylak, A. Sánchez-Ibáñez

University of Burgos (SPAIN)
The positive effects of new technologies on the performance of students are being questioned. The aim of this case study was to encourage a change in the learning experience of the students that prepared the course activities with Web 2.0 tools, in order to analyze the actual learning change produced by these tools. Accordingly, modifications would be introduced in the future Syllabus. A mixed methods research design was used. The quantitative methodology consisted of a quasi-experimental design pre-test/post-test that used the questionnaire as research technique. The before/after study established previous and later measurements, including a comparison group that performed the activities of the way they had been doing in previous courses which was also evaluated before and after to measure other external variables that would change the expected effect for other reasons than the performance of activities with Web 2.0 tools. The information obtained was complemented by qualitative techniques. A qualitative design informed by grounded theory was chosen. The students of the course were heard, organized in discussion groups as a research technique. The main aim was to record views, approaches, emotions and feelings of all students regarding the activities that they performed – the subjective experience in the learning experience.

Some conclusions drawn from this study are that, although students have grown up in a technological environment, they are not able to use it in order to enhance their learning. However, after conducting the activities with Web 2.0 tools, the students stated that they had obtained greater benefits in their learning, improved their digital skills, and developed a better attitude towards the use of these tools. Indeed, they had a better academic performance than their peers who performed the activities in the traditional way. The students do not regard practicums in the same way as the teaching staff. Although Web 2.0 activities pose an added learning effort and require specific prior training, the students consider them among the most practical activities They also perceive activities as an important issue, not only in their professional future but also in life in general.
@InProceedings{FERNANDEZHAWRYLAK2018TEA,
author = {Fern{\'{a}}ndez-Hawrylak, M. and S{\'{a}}nchez-Ib{\'{a}}{\~n}ez, A.},
title = {TEACHING-LEARNING ACTIVITIES IN THE EUROPEAN HIGHER EDUCATION AREA: PRACTICAL ACTIVITIES},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1178},
url = {http://dx.doi.org/10.21125/iceri.2018.1178},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {810-813}}
TY - CONF
AU - M. Fernández-Hawrylak AU - A. Sánchez-Ibáñez
TI - TEACHING-LEARNING ACTIVITIES IN THE EUROPEAN HIGHER EDUCATION AREA: PRACTICAL ACTIVITIES
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1178
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 810
EP - 813
ER -
M. Fernández-Hawrylak, A. Sánchez-Ibáñez (2018) TEACHING-LEARNING ACTIVITIES IN THE EUROPEAN HIGHER EDUCATION AREA: PRACTICAL ACTIVITIES, ICERI2018 Proceedings, pp. 810-813.
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