ISSN: 2810-8698 (En línea)
IJETEL Volumen 1 Número 4
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Articulo 1: Team breakout in higher education: Communication tools and experience of undergraduate students
Abstract: The situation generated by COVID-19 last March 2020 led us to stop face-to-face educative activity so as to continue in a virtual mode. As an innovative adaptation to new circumstances, we proposed a final evaluation by means of an educative breakout to carry out in groups in a virtual environment. For the group-gamification practice, the students used a variety of digital tools in order to establish an effective synchronous and asynchronous communication. A sample of 389 students from the Degree of Primary Education at the University of Málaga was collected from two academic years (2019-2020 and 2020-2021). They were administered an online survey, and they were inquired about the tools used for the development of the team breakout, as well as their impressions towards the work with their teams. Instant messaging tools and apps (text and voice) and videoconferencing platforms were among the most frequent answers. However, a tendency to come back to face-to-face meetings during 2020-2021 was observed in the responses of the participants, since that academic year a bi-modal teaching was allowed. This last outcome threw interesting conclusions of participants’ behavior, as, despite being most of them digital natives, they tended to prefer human contact after the unexpected virtual period of the previous academic year.
Articulo 2: Analysis of data typologies in virtual learning environments to define the variable catalog of resources and activities
Abstract: The objective of the research is to perform an analysis of the typology of data in virtual learning environments (VLE) in order to define the variables of resources and activities in virtual learning environments (VLE) in order to improve the management of resources and activities. The methodology applied consisted of the analysis of the resources and activities of the Learning Management System (LMS) Moodle of the Faculty of Education of the National University of San Agustin de Arequipa, the phases of data understanding and data preparation of the LMS were implemented, through the analysis of the management of resources and classroom activities, the results show that the data stored in the LMS can potentially be used to measure, inform and improve the participation of students in the teaching-learning processes. However, in order to perform a complete analysis, variables that are part of the research proposal were additionally included, these variables are identified as factors that influence student performance and their inclusion in data mining projects requires more detailed research, likewise, resources and activities, their simple and derived attributes of each of them were observed, to define the type of objectives, either descriptive or predictive about each of the activities and resources. The results were satisfactory since they allowed defining the objectives and the type of variables to measure the effectiveness of these resources and activities in virtual learning environments to be effectively applied by teachers through the different courses in Virtual Learning Environments (VLE). The conclusions allow offering a methodological proposal for a better management of resources and activities in VLE.
Articulo 3: Effects of Anxiety on Active Class Attitude in E-Learning
Abstract: In this study, we clarified how anxiety during learning in e-learning affects active class attitude. Furthermore, we clarified mechanisms by which the causal relationship between anxiety and active class attitude. At that time, based on results of our previous studies and reviews of previous studies, we analyzed anxiety during learning and active class attitude in consideration of learning strategy and willingness to learn. As a result, we found that the higher anxiety of learner at the start of semester, the lower active class attitude and deep information processing at the end of semester. On the other hand, when willingness to learn is high, willingness to learn suppresses effects of anxiety, on the contrary, enhances active class attitude. Our study suggests that the causal relationship between anxiety and active class attitude is adjusted by willingness to learn. These findings obtained in this study can be evaluated as useful for maximizing learning effects in e-learning.