Differential efficacy of the resources used in B-learning environments

• María Consuelo Sáiz Manzanares ^[1] ; César Ignacio García-Osorio ^[1] ; José Francisco Díez-Pastor ^[1]
  1. [1] Universidad de Burgos

     Universidad de Burgos

     Burgos, España

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 31, Nº. 2, 2019, págs. 170-178
• Idioma: inglés
• Títulos paralelos:
  • Efi cacia diferencial de los recursos empleados en entornos B-learning
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Antecedentes: es cada vez más frecuente que el aprendizaje se realice en espacios B-Learning. Por ello, es preciso estudiar cuáles son las características que garantizan en estos entornos aprendizajes más profundos y exitosos. Método: se trabajó en la plataforma Moodle 3.1 con una muestra 233 estudiantes universitarios de tercero de grado en la rama de Ciencias de la Salud. Se estudió la efectividad de cuatro tipos de B-Learning sobre los Resultados de Aprendizaje (RA), las conductas de aprendizaje y la satisfacción de los estudiantes. Asimismo, se utilizó como covariable los conocimientos previos. Resultados: se halló que el entorno B-Learning en el que los estudiantes obtuvieron mejores RA generales y mayor grado de satisfacción fue el que incluía el uso de infografías y de laboratorios virtuales basados en aprendizaje autorregulado (SRL).

    Conclusiones: el diseño de entornos B-Learning, junto con la utilización de SRL, es un factor que potencia aprendizajes efi caces e incrementa la satisfacción de los estudiantes, especialmente si incluyen infografías y laboratorios virtuales. Además, el uso de estos recursos implementa mejores RA generales en un mayor número de estudiantes. Futuras investigaciones irán dirigidas a comprobar estos resultados en otras ramas de conocimiento

  • English

    Background: Learning is increasingly frequent in B-Learning spaces. It is therefore necessary to study the characteristics that guarantee deeper and more successful learning in these learning environments. Method:

    We work with sample of 233 university students using the Moodle 3.1 platform in the third year of their degrees in Health Sciences. The effectiveness of four types of B-Learning on Learning Results (LR), behaviors on the platform, and student satisfaction are all studied. Prior knowledge is also used as a covariable. Results: It was found that the B-Learning environment in which the students obtained better general Outcomes Learning Results (LR) and a higher degree of satisfaction was the one that included the use of infographics and virtual laboratories based on Self-Regulated Learning (SRL). Conclusions: The design of B-Learning environments together with the use of SRL, is a factor that enhances effective learning and increases student satisfaction, especially if they include infographics and virtual laboratories. In addition, the use of these resources implements better overall LR on a larger number of students. Likewise, it promotes more homogeneous groups in the general LO. Future investigations will be aimed at verifying these results in other knowledge branches.

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