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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorCasanova, Joana R.
dc.contributor.authorLencastre, José Alberto
dc.contributor.authorAlmeida, Leandro
dc.contributor.authorMartín Antón, Luis Jorge
dc.coverage.spatialBurgoses
dc.coverage.temporalstart=2020; end=2021es
dc.date.accessioned2021-07-20T11:03:13Z
dc.date.available2021-07-20T11:03:13Z
dc.date.issued2021
dc.identifier.citationSáiz Manzanares, María Consuelo; Casanova, Joana R.; Lencastre, José Alberto; Almeida, Leandro; 2021; "Tabla 4. ANCOVA de un factor de efectos fijos (año de docencia primer año de la pandemia por la COVID 19 vs. segundo año), covariable (tipo de titulación) respecto de la satisfacción y de las respuestas de aprendizaje"; RIUBU; http://doi.org/10.36443/10259/5840
dc.identifier.urihttp://hdl.handle.net/10259/5840
dc.description.abstractHigher Education is the driving force behind the social and economic development of countries, the ultimate aim of which is to provide quality academic training. At present, teaching-learning models in virtual environments imply important challenges, specifically in the current situation of the COVID-19 health crisis. Some of these challenges will be addressed in this paper. In this study we worked with 224 third-year undergraduate students in Health Sciences degrees over two academic years during the pandemic situation. The objectives were 1) to check whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-Learning teaching) vs. the second year (b-Learning teaching); 2) to check whether there were significant differences in academic results between the two groups. A quantitative research (a 2x2 factorial design and ANOVA and ANCOVA analyses were applied) and a qualitative research (a comparative design and categorisation analysis and co-occurrence analysis were applied) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second year. Students rated positively the use of active methodologies and technological resources, although they concluded that these required more work time.en
dc.description.sponsorshipJunta de Castilla y León a los Grupos de Investigación reconocidos, call 2019 Nº BU032G19 GIR DATAHES y Proyect “Self-Regulated Learning in SmartArt Erasmus+ Adult Education” financiado por la European Commission, call 2019 Nº 2019-1-ES01-KA204-095615es
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isospaes
dc.publisherUniversidad de Burgoses
dc.relation.isreferencedbyhttp://hdl.handle.net/10259/6070
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Unported*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/*
dc.subjectonline learningen
dc.subjecttechnology innovationen
dc.subjectsatisfactionen
dc.subjectproject based learningen
dc.subjectflipped classroomen
dc.subjectdigital competenceen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.subject.otherTecnologíaes
dc.subject.otherTechnologyen
dc.titleTabla 4. ANCOVA de un factor de efectos fijos (año de docencia primer año de la pandemia por la COVID 19 vs. segundo año), covariable (tipo de titulación) respecto de la satisfacción y de las respuestas de aprendizajees
dc.typedatasetes
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.identifier.doi10.36443/10259/5840
dc.relation.projectIDinfo:eu-repo/grantAgreement/JCyL/BU032G19
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/2019 Nº 2019-1-ES01-KA204-095615
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersiones
dc.publication.year2021


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