About this paper

Appears in:
Pages: 3962-3967
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1055

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain


M.R. García Revilla, R. Mababu Mukiur, O. Martínez Moure

Universidad a Distancia de Madrid UDIMA (SPAIN)
The new technologies are considered as a set of techniques, development and modern modules generated by software and hardware, in order to give storage, processing and transmission of information in a digitized way. Today, due to technological advances and the needs of today's society, the tools used for teaching have had to be adapted to the technologies of information and communication. This has implied that both the role of teacher and student, as well as methodological changes and methodological implications have undergone changes, with respect to the classic model of teaching and learning. The technologies have become very important in the classroom in a way that has become a necessity and basic tool for the work of the teacher and the student. The information is now presented in a more dynamic and interactive way. In a way that helps to a greater involvement on the part of the student during its formation and makes more accessible to the teacher to the transfer of its knowledge. In this way, many universities have experienced a change in their educational system and improved the quality of their processes. Therefore, they have had to offer online courses, automate information and evaluation systems, and update multimedia content, among others. All these innovations present in the educational world, achieve good results depending on how the different educational actors interpret, redefine, and shape the proposed changes. Notice that many technological activities are imposed by the university itself. In other cases, some teachers are more enthusiastic and have used many more technological resources for teaching. This is why, despite the fact that the use of technologies in the educational system brings great advantages to the teacher, the student and the institution, both in the quality, quantity and use of these technologies in the classroom, can influence a better use of them. That is, you can find great differences in the final product of the use of these technologies. Thus, in this work, we will focus on a comparative analysis of two groups of virtual classrooms of the Distance University of Madrid (UDIMA). To do this, in first place, this work will present a brief summary of the technological advances in universities, especially the UDIMA. Then, a comparative study between the advantages of using virtual classroom in classes by comparing independent means of two samples is presented. These two samples refer to a group of students, which are Journalism degree and the rest of the UDIMA students. However, the comparative method was with a non-parametric test due to the non-normality distribution of data. In this way, in this paper the Wilcoxon test was performed. With this study, we conclude that journalism students have greater satisfaction with the tools used in classes. This is mainly because the degree of journalism requires greater participation and dynamism in the technological tools both by teachers and students compare with the rest of degree of the UDIMA. In summary, we can say that technological advancement has facilitated and improved education for teachers and students. This is because it offers more time flexibility, teaches students to become more self-taught and more self-taught. For this reason, it is important that universities that do not yet use these technologies should consider it because of the advantages that brings to the university world.
author = {Garc{\'{i}}a Revilla, M.R. and Mababu Mukiur, R. and Mart{\'{i}}nez Moure, O.},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1055},
url = {http://dx.doi.org/10.21125/iceri.2017.1055},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {3962-3967}}
AU - M.R. García Revilla AU - R. Mababu Mukiur AU - O. Martínez Moure
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1055
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 3962
EP - 3967
ER -
M.R. García Revilla, R. Mababu Mukiur, O. Martínez Moure (2017) TEACHING INNOVATION RESOURCES IN A VIRTUAL CLASSROOM, ICERI2017 Proceedings, pp. 3962-3967.