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11 pages, 1464 KiB

Open AccessArticle

A Comparison of Two Forms of Instruction: Pre-Recorded Video Lectures vs. Live ZOOM Lectures for Education in the Business Management Field

by Maidul Islam, Dan-A. Kim and Minjoo Kwon

Sustainability 2020, 12(19), 8149; https://doi.org/10.3390/su12198149 - 2 Oct 2020

Cited by 54 | Viewed by 16724

Abstract

This paper employs a comparison between two forms of online instruction to investigate which form is more preferred, as well as the advantages and the disadvantages for both forms of online education. The data for the research were collected via an online questionnaire [...] Read more.

This paper employs a comparison between two forms of online instruction to investigate which form is more preferred, as well as the advantages and the disadvantages for both forms of online education. The data for the research were collected via an online questionnaire that was purposely created for the research. A sample of 26 undergraduate students of Yonsei University, South Korea, were employed for this study. Pre-tests and post-tests were performed to compare between pre-recorded video lectures and live ZOOM lectures. The results show that students prefer pre-recorded video lectures to live ZOOM lectures; 53.8% chose pre-recorded video lectures, 7.7% chose live ZOOM lectures, and 30.8% chose both pre-recorded and ZOOM lectures when they were asked to select their preferred method of learning. Furthermore, we asked several questions, and the mean values were compared. The results of this research showed that pre-recorded video lectures are preferred to live ZOOM lectures due to their flexibility, convenience, and educational effectiveness. However, learning through video lectures depends on students’ motivation to get through those materials on their own. Lack of motivation and clear deadlines to watch those video lecture materials could end up in an accumulation of workload, which would be difficult to overcome before examinations. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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18 pages, 1361 KiB

Open AccessArticle

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

by José M. Bautista-Vallejo, Rafael M. Hernández-Carrera, Ricardo Moreno-Rodriguez and José Luis Lopez-Bastias

Sustainability 2020, 12(19), 8109; https://doi.org/10.3390/su12198109 - 1 Oct 2020

Cited by 10 | Viewed by 6683

Abstract

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of [...] Read more.

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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17 pages, 4180 KiB

Open AccessArticle

Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid

by Esther Vela Llauradó, Laura Martín Martínez and Inés Martín Cruz

Sustainability 2020, 12(18), 7342; https://doi.org/10.3390/su12187342 - 7 Sep 2020

Cited by 2 | Viewed by 3732

Abstract

Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream schools that respond to the educational needs of students with autism spectrum disorder. This research aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning. The research follows [...] Read more.

Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream schools that respond to the educational needs of students with autism spectrum disorder. This research aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning. The research follows a non-experimental, descriptive and comparative methodology, making a comparison between different classrooms and analysing their impact on the teaching-learning process of students with ASD. The variables refer to the physical environment, the characteristics of the children, training of professionals and collaboration with other organisations. The data was gathered using a questionnaire in digital format, collecting responses from 35 schools, using quantitative techniques to relate variables. The results show that most classrooms have a structured organisation that meet the needs of the students, who are generally diagnosed with moderate severity. Furthermore, the relationship between the teachers of ASD classrooms and the mainstream classrooms promotes inclusive educational practice. Finally, it was found that ASD classrooms offer many benefits, due to the personalised attention they provide and the specialised training of teachers. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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17 pages, 1444 KiB

Open AccessArticle

Learning and Emotional Outcomes after the Application of Invention Activities in a Sample of University Students

by Eduardo González-Cabañes, Trinidad García, Celestino Rodríguez, Marcelino Cuesta and José Carlos Núñez

Sustainability 2020, 12(18), 7306; https://doi.org/10.3390/su12187306 - 6 Sep 2020

Cited by 5 | Viewed by 2474

Abstract

Invention activities can promote reflective learning processes. However, their inclusion in educational practice can generate doubts because they take up time that can otherwise be invested in explaining content, and because some students might experience frustration and anxiety while trying to solve them. [...] Read more.

Invention activities can promote reflective learning processes. However, their inclusion in educational practice can generate doubts because they take up time that can otherwise be invested in explaining content, and because some students might experience frustration and anxiety while trying to solve them. This study experimentally evaluated the efficacy of invention activities in a university statistics class, considering both emotions (self-reported) and learning achieved. In total, 43 students were randomly assigned to either (a) inventing variability measures before receiving instruction about the topic of statistical variability, or (b) completing a similar problem-solving activity, but only after they had received guidance with a worked example concerning the target concepts. Students in the first condition acquired greater conceptual knowledge, which is an indicator of deep learning. The emotions experienced during the learning activities were similar in both learning conditions. However, it was notable that enjoyment during the invention phase of the invention condition was strongly associated with higher achievement. Invention activities are a promising educational strategy that require students to play an active role, and can promote deep learning. This study also provides implementation guidelines for teachers while discussing the possibilities offered by new technologies. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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17 pages, 310 KiB

Open AccessArticle

Reducing Ageism: Changes in Students’ Attitudes after Participation in an Intergenerational Reverse Mentoring Program

by Skye N. Leedahl, Melanie Sereny Brasher, Dara L. LoBuono, Bethany M. Wood and Erica L. Estus

Sustainability 2020, 12(17), 6870; https://doi.org/10.3390/su12176870 - 24 Aug 2020

Cited by 25 | Viewed by 8532

Abstract

Ageism is a societal concern that greatly affects the social, emotional, physical, and mental health of older adults. One way to decrease ageist attitudes and improve the treatment of older adults is to address and improve age stereotypes among young adults. Using data [...] Read more.

Ageism is a societal concern that greatly affects the social, emotional, physical, and mental health of older adults. One way to decrease ageist attitudes and improve the treatment of older adults is to address and improve age stereotypes among young adults. Using data from students participating in an intergenerational digital-learning program, the present study investigated change in students’ stereotypes of older adults and aging. We examined change from pre- and post-scores in student attitudes toward older adults and the type of adjectives used to describe older adults. We also analyzed responses to open-ended questions about changes in perception of older adults and aging and interest in working with older adults. Findings showed that: (1) Students’ attitudes improved following participation in the program; (2) students used fewer negative words to describe older adults following participation; (3) answers to open-ended questions demonstrated that many students improved their perceptions of older adults; and (4) many students showed increased interest in working with older adults in their future careers. Programs that reduce age stereotypes should be promoted in order to reduce young people’s harmful ageist stereotypes, ensure respectful treatment of older adults in all workplace and social situations, and increase interest in aging-related fields. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

14 pages, 1256 KiB

Open AccessArticle

Design Principles of Wiki System for Knowledge Transfer and Sharing in Organizational Education and Training

by Wei-Hsi Hung and Wen-Hsin Wang

Sustainability 2020, 12(17), 6771; https://doi.org/10.3390/su12176771 - 20 Aug 2020

Cited by 4 | Viewed by 4205

Abstract

Due to rapid technological advancements, firms are paying more attention to the importance of knowledge creation and sharing. Effective knowledge management can be utilized to enhance employee performance, as well as an organization’s competitiveness. Staff training is crucial to the internal knowledge transfer [...] Read more.

Due to rapid technological advancements, firms are paying more attention to the importance of knowledge creation and sharing. Effective knowledge management can be utilized to enhance employee performance, as well as an organization’s competitiveness. Staff training is crucial to the internal knowledge transfer within an organization. Through education and training, an organization can transfer its internal knowledge to its employees. Furthermore, the use of information systems to assist in training and management has been widely adopted by organizations. This study, through action research, attempted to understand how organizations can build a Wiki system to assist in the training of new staff. When employees can obtain work knowledge from more sources, it is easier for the knowledge to be shared and transferred during training. The results show that in the process of implementing Wiki system, providing support for Wiki software design, management skill, and a knowledge sharing environment can enable employees to create and exchange knowledge. The organization itself can rapidly accumulate knowledge capital and enhance the quality of staff through such system in order to enhance its competitiveness. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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15 pages, 313 KiB

Open AccessArticle

Making STEM Education Objectives Sustainable through a Tutoring Program

by Francisco-Domingo Fernández-Martín, José-Luis Arco-Tirado, Francisco-Javier Carrillo-Rosúa, Mirian Hervás-Torres, Juan-Francisco Ruiz-Hidalgo and Carmen Romero-López

Sustainability 2020, 12(16), 6653; https://doi.org/10.3390/su12166653 - 17 Aug 2020

Cited by 6 | Viewed by 4418

Abstract

The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of [...] Read more.

The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of university students in Primary Education Teacher Training. The primary education students’ sub-sample, after being matched on key covariates, was randomly assigned either to the experimental (N = 25) or control group (N = 25). The university students’ sub-sample consisted of 26 students self-selected from the Primary Education Teacher Training degree. The intervention consisted of 20 two-hour weekly sessions of highly structured after-school tutoring delivered by previously trained university students. Although statistical significance was not reached for the hypotheses tested, notably, the results showed between small and moderate effect sizes (i.e., magnitude and direction of the program impact) for primary education students on core STEM subjects (e.g., mathematics d = 0.29, natural science d = 0.26), and for university students on some key employability competencies (e.g., action orientation d = 0.27 or team orientation d = 0.54). Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

20 pages, 322 KiB

Open AccessArticle

Influence of Smartphone Use on Emotional, Cognitive and Educational Dimensions in University Students

by Francisco Manuel Morales Rodríguez, José Miguel Giménez Lozano, Pablo Linares Mingorance and José Manuel Pérez-Mármol

Sustainability 2020, 12(16), 6646; https://doi.org/10.3390/su12166646 - 17 Aug 2020

Cited by 14 | Viewed by 8568

Abstract

The use of mobile devices is one of the increasingly interactive methodologies widely promoted within the European Higher Education Area. It is, therefore, necessary to determine the potential effects of their excessive use on psychological and educational variables. The aim of the present [...] Read more.

The use of mobile devices is one of the increasingly interactive methodologies widely promoted within the European Higher Education Area. It is, therefore, necessary to determine the potential effects of their excessive use on psychological and educational variables. The aim of the present study was to assess smartphone addiction and its relationship with emotional, cognitive, and educational dimensions in university students. Participants comprised 144 university students aged between 19 and 27 years old and studying psychology and education at the University of Granada. Various tests were administered to assess variables grouped into the following dimensions: smartphone addiction (TDM), general intelligence (Wonderlic), emotional intelligence (TMMS-24), motivation (Mape-3), creativity (CREA test), and attitudes toward competencies. An ex post facto design was employed. Direct associations were observed between addiction symptoms caused by smartphone use (withdrawal, tolerance, excessive use, and problems caused by the same) and the variables of extrinsic motivation (fear and avoidance of the task) and intrinsic motivation (motivation toward the task). The results also indicated direct relationships between the problems caused by excessive smartphone use and anxiety and extrinsic motivation toward learning. An inverse relationship was observed between smartphone addiction and the emotional intelligence dimension of clarity of feelings. The anxiety provoked by excessive smartphone use was related to the tolerance generated by such use and to cultural and artistic competencies. The data obtained thus shed light on the effect of smartphone use on emotional, cognitive, and educational dimensions in university settings. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

12 pages, 549 KiB

Open AccessArticle

Uses of ICT Tools from the Perspective of Chilean University Teachers

by Verónica Marín-Díaz, Irma Riquelme and Julio Cabero-Almenara

Sustainability 2020, 12(15), 6134; https://doi.org/10.3390/su12156134 - 30 Jul 2020

Cited by 10 | Viewed by 3010

Abstract

The use of the ICT in university learning processes is linked to their use by the educator. This aspect will determine the use of some resources over others, and consequently, the prevalence of some methodologies over others. The main objective of this work [...] Read more.

The use of the ICT in university learning processes is linked to their use by the educator. This aspect will determine the use of some resources over others, and consequently, the prevalence of some methodologies over others. The main objective of this work is to determine the use of the ICT by university educators, and from this, to determine which elements will define the design of a training program on the use of the ICT. For this, and with the use of an ex post facto method with a sample of n = 1113 subjects, the main result obtained was that the male professors utilized the digital tools more often for their teaching tasks. Furthermore, those with less professional experience preferred to use tools found in the cloud. Thus, it is concluded that the model of training observed from the demonstrated use of digital resources is linked to the preoccupation of education professionals for caring for the digital environment, and this model should be designed as a function of the methodologies and the system of evaluations utilized by the professors. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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10 pages, 721 KiB

Open AccessArticle

Coping Strategies in the Family and School Ecosystem

by Cristina Sánchez-Romero, Eva María Muñoz-Jiménez, Isabel Martínez-Sánchez and María del Carmen López-Berlanga

Sustainability 2020, 12(15), 6118; https://doi.org/10.3390/su12156118 - 29 Jul 2020

Cited by 2 | Viewed by 3468

Abstract

The objective of the present study is to study children’s coping strategies used when faced with different stressors in their daily life (problems with their school work, problems getting along with other children and problems at home with people in their family), in [...] Read more.

The objective of the present study is to study children’s coping strategies used when faced with different stressors in their daily life (problems with their school work, problems getting along with other children and problems at home with people in their family), in a vulnerable social environment. This objective was evaluated through the Child Coping Questionnaire. The research for this study was conducted through a descriptive, inferential, quantitative, ex post facto design. The sample consisted of 50 schoolchildren from one suburban primary school in Madrid, Spain. The ages of the children range from 8 to 11 years. At present, almost 25% families are in a vulnerable situation. This instrument measures 14 coping categories that analyse positive and self-effective attitudes to favour socio-communicative processes and decision-making in situations of conflict between students. The results indicate that what bothers children the most is, first of all, problems getting along with other children (35.8%), problems with their school work (30.2%) and problems at home with people in their family (24.5%). Regarding their lifestyle outside the school environment and relationship with their family, 38% of participants spend a lot of time outside their home, according to our findings. This result can explain the difficulties in completing their homework that these children have. This can also trigger a curricular gap compared to their reference group, which can sometimes lead to school failure. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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12 pages, 962 KiB

Open AccessArticle

Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education

by María Luisa Pertegal-Felices, Antonio Jimeno-Morenilla, José Luis Sánchez-Romero and Higinio Mora-Mora

Sustainability 2020, 12(11), 4778; https://doi.org/10.3390/su12114778 - 11 Jun 2020

Cited by 25 | Viewed by 4170

Abstract

Gamification has proved to be a methodology that increases the likelihood of success and sustainability of educational institutions. This methodology has recently revealed itself as one of the most efficient teaching methodologies in the student body, proving useful at all educational levels. One [...] Read more.

Gamification has proved to be a methodology that increases the likelihood of success and sustainability of educational institutions. This methodology has recently revealed itself as one of the most efficient teaching methodologies in the student body, proving useful at all educational levels. One of the most frequently mentioned properties is its ability to “reset” the student’s attention clock: the key is collective learning, an attractive way of remembering new content. The experience described below has been developed in the context of a generalist university in two very different degrees: Degree in Teacher Training and Degree in Computer Engineering. To develop the theoretical sessions, the master class was combined with the use of the Kahoot tool. The observations made by the teachers in relation to the dynamics of the theoretical classes show that the use of Kahoot at the end of the theoretical sessions increased the students’ attendance at class, in addition to their involvement in the sessions and they kept their attention for longer. This study has also shown that there are significant differences in the level of satisfaction shown by the students of both degrees with these tools. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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28 pages, 3786 KiB

Open AccessArticle

Sustainability of Educational Technologies: An Approach to Augmented Reality Research

by Emilio Abad-Segura, Mariana-Daniela González-Zamar, Antonio Luque-de la Rosa and María Belén Morales Cevallos

Sustainability 2020, 12(10), 4091; https://doi.org/10.3390/su12104091 - 16 May 2020

Cited by 71 | Viewed by 8648

Abstract

Technological advancements have posed a challenge to educational institutions in the sustainability of management, research and teaching activities. Virtual technologies have allowed digital transformation to be incorporated into university education—among them, augmented reality (AR). The study examined the evolution of global research on [...] Read more.

Technological advancements have posed a challenge to educational institutions in the sustainability of management, research and teaching activities. Virtual technologies have allowed digital transformation to be incorporated into university education—among them, augmented reality (AR). The study examined the evolution of global research on this topic in the period 2005–2019. A bibliometric analysis of 1977 articles was performed, obtaining results of scientific productivity. The evidence showed a growing interest in studying the sustainability of AR in higher education. According to the results, the main category was computer science; the most productive journal was Computer and Education; the authors with the largest number of publications were Nee and Ong, while Wang was the most frequently cited author; the most productive institution was the National Taiwan University of Science and Technology; the United States was the country with the largest number of publications and citations; and, finally, the United States and Spain were the countries with the largest number of international collaborations in their articles. Five lines of research were identified, among which those oriented to the topics of technological resources, computer, simulation, education and learning stand out. It was verified that this research topic has a growing and dynamic interest in scientific activity, and its sustainable approach is confirmed by being linked to the Sustainable Development Goals (SDGs). Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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15 pages, 2539 KiB

Open AccessArticle

Evaluation for Teachers and Students in Higher Education

by Lineth Alain Botaccio, José Luis Gallego Ortega, Antonia Navarro Rincón and Antonio Rodríguez Fuentes

Sustainability 2020, 12(10), 4078; https://doi.org/10.3390/su12104078 - 15 May 2020

Cited by 8 | Viewed by 2763

Abstract

It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes [...] Read more.

It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes of evaluation into a learning experience, and develop a competence in evaluation in students. Only in this way can coherence be achieved within the context of the student’s initiative and the construction of their learning, mainly because of their real empowerment in the didactic process, either individually or in groups. A virtual platform has been developed to avoid increasing the teaching load and it is exposed in this work. The platform has been built and validated by potential users following the design-based research model. Its description, as well as its results, are explained. Regarding the description, two interfaces are mentioned—one for teachers and another for students. Concerning its validation, the results of this quantitative and qualitative study confirm its functionality as a valid tool for evaluation. It is predicted that the utilization and impact of this tool will not only be beneficial for the evaluation dimension, but also for the overall improvement of the teaching experience. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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10 pages, 672 KiB

Open AccessArticle

Use of Information and Communication Technologies (ICTs) in Communication and Collaboration: A Comparative Study between University Students from Spain and Italy

by Mercedes Llorent-Vaquero, Susana Tallón-Rosales and Bárbara de las Heras Monastero

Sustainability 2020, 12(10), 3969; https://doi.org/10.3390/su12103969 - 12 May 2020

Cited by 13 | Viewed by 3759

Abstract

The aim of this study is to determine the level of competence that university students from Spain and Italy have in the use of Information and Communication Technologies (ICTs) for communication and collaboration purposes. We also intend to identify possible differences and similarities [...] Read more.

The aim of this study is to determine the level of competence that university students from Spain and Italy have in the use of Information and Communication Technologies (ICTs) for communication and collaboration purposes. We also intend to identify possible differences and similarities between both countries, as well as factors associated with their competence that may lead to a digital gap. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology supported by a descriptive method with a survey design. The data collection is performed with a questionnaire, the data from which are analyzed through two statistical studies: a descriptive one and a causal one. The results show good competence from the students in this area, being somewhat higher in Italian students. We identified some of the factors associated with competence, such as Internet access or having a tablet. In conclusion, it is clear that politics on a global, national and local level are essential to the acquisition of digital competence, especially regarding the digital gap caused by access to resources. In this sense, governments must guarantee free and universal access to technology to all their citizens in order to diminish the digital gap between them. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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21 pages, 312 KiB

Open AccessArticle

Construction of an Instrument for the Evaluation of the Effects of Information and Communication Technologies among Young People

by Ignacio González López, Belén Quintero Ordóñez, Garikoitz Mendigutxia-Sorabilla, Eloísa Reche Urbano and Juan Antonio Fuentes Esparrell

Sustainability 2020, 12(9), 3785; https://doi.org/10.3390/su12093785 - 7 May 2020

Cited by 2 | Viewed by 3230

Abstract

The aim of this paper is to investigate the issue of access to Information and Communication Technologies (ICT) at younger ages, which is leading to dependency on mobile phones, video games, and compulsive aimless internet surfing—an issue that schools have been increasingly seeking [...] Read more.

The aim of this paper is to investigate the issue of access to Information and Communication Technologies (ICT) at younger ages, which is leading to dependency on mobile phones, video games, and compulsive aimless internet surfing—an issue that schools have been increasingly seeking to tackle. With the appearance of emerging technologies, and not forgetting those already established, an instrument is required that will adapt to new casuistry and help to design intervention programmes in accordance with present and future patterns of use, abuse, and addiction. Studies such as the one proposed here will provide data about the profile of this population in order to improve programmes and influence the ICT policies rolled out by central and local governments. The chief aim of this paper is to construct and validate an instrument capable of evaluating problems experienced by young people in relation to technology use, abuse, and addiction within the programmes developed in Spain. The research design used in this study is mixed empirical, non-experimental, and sequential in nature in three stages: interviews conducted with 11 prevention professionals, group of 11 experts and pilot group of 30 participants in indicated prevention programmes. The findings of the study indicate that the instrument fulfills the parameters established to be considered a systematic empirically sustainable instrument, since the young population needs to identify these patterns in order to understand and prevent risk behaviours associated with their use. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

11 pages, 478 KiB

Open AccessArticle

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

by Santiago Pozo Sánchez, Jesús López-Belmonte, Antonio-José Moreno-Guerrero, José María Sola Reche and Arturo Fuentes Cabrera

Sustainability 2020, 12(9), 3729; https://doi.org/10.3390/su12093729 - 4 May 2020

Cited by 32 | Viewed by 4607

Abstract

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the [...] Read more.

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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14 pages, 815 KiB

Open AccessArticle

Sustainability Teaching Tools in the Digital Age

by María Napal, Ana María Mendióroz-Lacambra and Alicia Peñalva

Sustainability 2020, 12(8), 3366; https://doi.org/10.3390/su12083366 - 21 Apr 2020

Cited by 40 | Viewed by 6376

Abstract

The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields [...] Read more.

The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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23 pages, 12199 KiB

Open AccessArticle

An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis

by Jairo Rodríguez-Medina, Cosme J. Gómez-Carrasco, Pedro Miralles-Martínez and Inmaculada Aznar-Díaz

Sustainability 2020, 12(8), 3124; https://doi.org/10.3390/su12083124 - 13 Apr 2020

Cited by 15 | Viewed by 4105

Abstract

We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising [...] Read more.

We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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13 pages, 1679 KiB

Open AccessArticle

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

by Esther Garzón Artacho, Tomás Sola Martínez, José Luís Ortega Martín, José Antonio Marín Marín and Gerardo Gómez García

Sustainability 2020, 12(7), 2852; https://doi.org/10.3390/su12072852 - 3 Apr 2020

Cited by 145 | Viewed by 18872

Abstract

The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one [...] Read more.

The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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15 pages, 919 KiB

Open AccessArticle

Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children

by Félix Zurita Ortega, Nuria Medina Medina, Francisco Luis Gutiérrez Vela and Ramón Chacón Cuberos

Sustainability 2020, 12(6), 2283; https://doi.org/10.3390/su12062283 - 14 Mar 2020

Cited by 3 | Viewed by 3186

Abstract

The knowledge of evaluation instruments to determine the level of gameplay of schoolchildren is very important at this time. A systematic review has been carried out in this study. The aim of this paper is to investigate the psychometric properties of a study [...] Read more.

The knowledge of evaluation instruments to determine the level of gameplay of schoolchildren is very important at this time. A systematic review has been carried out in this study. The aim of this paper is to investigate the psychometric properties of a study of a sample of Spanish gamers. Two hundred and thirty-seven children (mean age: 11.2± 1.17 years, range: 10-12 years, 59.5% female) completed the Gameplay-Scale to discover their opinions after a game session with a serious educational game. The final scale consisted of three factors. The fit for factor 1 (usability) was 0.712, the fit for factor 2 was 0.702 (satisfaction), the fit for factor 3 was 0.886 (empathy) and the overall fit was 0.868. A positive and direct relationship could be observed between all the dimensions of the developed scale. The greatest correlation strength is shown between satisfaction and empathy (r = 0.800; p < 0.005), followed by satisfaction and usability (r = 0.180; p < 0.05) and the association between empathy and usability (r = 0.140; p < 0.05). In summary, the results of the present study support the use of the Gameplay-Scale as a valid and reliable measure of the game experience of youth populations. These results demonstrate strong psychometric properties so that the Gameplay-Scale appears to be a valid instrument for children in different contexts where an educational video game is used, analyzing its usability/“playability” in terms of learning to use it, game satisfaction, and empathy. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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12 pages, 302 KiB

Open AccessArticle

Active Methodologies in the Training of Future Health Professionals: Academic Goals and Autonomous Learning Strategies

by Yosbanys Roque Herrera, María Luisa Zalagaz Sánchez, Pedro Valdivia-Moral, José-Antonio Marín-Marín and Santiago Alonso García

Sustainability 2020, 12(4), 1485; https://doi.org/10.3390/su12041485 - 17 Feb 2020

Cited by 1 | Viewed by 2729

Abstract

The learning of future health professionals is fundamental to the training of competent professionals. In this work, it was proposed to determine the correlation between academic goals and learning strategies in students enrolled from the first to the sixth semester in seven specialties [...] Read more.

The learning of future health professionals is fundamental to the training of competent professionals. In this work, it was proposed to determine the correlation between academic goals and learning strategies in students enrolled from the first to the sixth semester in seven specialties of the Faculty of Health Sciences of the National University of Chimborazo. A correlational design was used in which the questionnaires for evaluation of academic achievement and strategies for autonomous learning strategies were applied. The resulting data were analyzed and interpreted using descriptive and non-parametric inferential statistical methods. The results suggested that the types of academic goals and autonomous learning strategies had a homogeneous pattern in most of the seven specialties studied. According to the Likert scale, category 3, which sometimes corresponds to the range of quantitative categories, was the predominant one. Finally, the correlation between autonomous work strategies and the types of academic achievement of the students in the sample was mostly weak or non-existent and direct. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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13 pages, 905 KiB

Open AccessReview

The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

by Gerardo Gómez-García, Francisco-Javier Hinojo-Lucena, María-Pilar Cáceres-Reche and Magdalena Ramos Navas-Parejo

Sustainability 2020, 12(18), 7273; https://doi.org/10.3390/su12187273 - 4 Sep 2020

Cited by 23 | Viewed by 4848

Abstract

With the arrival of the Internet and information and communication technologies (ICTs), today’s society has driven many changes in which the digital channel is one of the main information consumption channels for young university students. Due to the turbulent landscape full of fake [...] Read more.

With the arrival of the Internet and information and communication technologies (ICTs), today’s society has driven many changes in which the digital channel is one of the main information consumption channels for young university students. Due to the turbulent landscape full of fake news and confusing information we have entered, there is a need to promote information literacy among quality students. To this end, the use of innovative strategies and methods such as Flipped Classroom can be a novel alternative to receive this content. Based on these ideas, the objective of this work was framed in the methodological design corresponding to the systematic review. Thus, empirical work was compiled to put into practice the Flipped Classroom methodology and to promote informational teaching from different knowledge disciplines at the university level. The results showed that the application of the methodology is multivariate, and that it can be administered to students in various ways (video-tutorials, animated videos, training modules, etc.) depending on the creativity of the teacher. Likewise, the results compiled in the review turn towards the improvement of the students’ informational skills, as well as the increase in diverse personal and academic variables. Full article

(This article belongs to the Special Issue Teacher Training in Active Methodologies for Ecosystem Learning)

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