Differential efficacy of the resources used in B-learning environments

  1. María Consuelo Sáiz Manzanares 1
  2. César Ignacio García-Osorio 1
  3. José Francisco Díez-Pastor 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2019

Volumen: 31

Número: 2

Páginas: 170-178

Tipo: Artículo

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Otras publicaciones en: Psicothema

Resumen

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

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Información de financiación

This study was completed with grants from the Vice-Rectorate of Teaching, Teaching Research and Research Staff of the University of Burgos for teaching innovation 2019 awarded to the B-learning Teaching Innovation Group in Health Sciences and the Vice-Rectorate of Research and Knowledge Transfer 2019 awarded to support research groups recognized for DATAHES. The suggestions of the reviewers have also served to improve the quality of this document.

Financiadores

    • 2019

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