Experimental evaluation of the impact of b-learning methodologies on engineering students in Spain

• Published in: Computers in human behavior Vol. 29; no. 2; pp. 370 - 377
• Main Authors: González, Ana-B., Rodríguez, Ma-José, Olmos, Susana, Borham, Miriam, García, F.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.03.2013
• Subjects: Active learning methodology; Blended; Blended-learning; Collaborative work; Competence assessment; Construction; Education; Experimental design in education; Formative processes in engineering; Human behavior; Learning; Learning assessment; Students; Teaching; Learning assessment; Competence assessment; Formative processes in engineering; Active learning methodology; Experimental design in education; Blended-learning
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2012.02.003

► ICT have a positive impact on higher education students’ learning. ► Active learning facilitates students’ responsibility and motivation in learning process. ► Active learning methodologies give more satisfactory outcomes for the involved roles. ► ICT and active learning enhance knowledge and skills acquisition. The aim of this article is to highlight the importance of an active learning methodology in engineering degrees in Spain. We present the outcomes of an experimental study carried out during the academic years 2007/2008 and 2008/2009 with engineering students at the University of Salamanca (Spain). In the present research, as we have done in previous ones, we have selected a subject which is common to the four degrees under consideration: Computer Science. This study explores in greater depth the validity of experimental designs coming from educational research and the impact of innovative teaching methodologies. The hypothesis that impulses this research is formulated to ascertain that the learning level and the satisfaction of students will be higher after the implementation of new teaching methodologies (based on constructive learning, collaborative work, and blended learning resources), than in more traditional teaching contexts. The obtained results partially confirm this hypothesis. The ultimate purpose of this work is that of providing evidence that contributes to the improvement of education and teaching methods for a better performance of students in engineering.