大学生对团队合作学习技术的看法

Q2 Social Sciences

Formacion Universitaria Pub Date : 2022-02-01 DOI:10.4067/s0718-50062022000100073

Sofía Ruiz-Campo, Sergio Zuniga-Jara, Ana M. Cruz-Chust

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引用次数: 1

摘要

本研究比较了当TBL(基于团队的学习)方法与计算机工具(便利贴、记事本和幻灯片)以及不同的展示结果的技术相结合时，学生如何看待他们的学习。教师通过运用各种教学技巧来改善学生的学习过程。调查对象是西班牙一所大学的175名研究生。对结果进行统计分析，并按性别、年龄、原籍地区和既往研究进行分类。结果显示，学生总体上倾向于使用最计算机化的技术，但根据学生的特点有所不同。结果表明，将TBL与不同的结果展示技巧相结合，可以提高学生的知识水平、社会能力、团队整合能力、公共演讲能力、思想安排能力和兴趣。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Percepción del aprendizaje con técnicas de trabajo en equipo en estudiantes universitarios

This study compares how students perceive their learning when a TBL (Team-Based Learning) methodology is combined with computer tools (Post-it, Padlet, and Power Point) and with different techniques for presenting results. Teachers seek to improve student-learning processes by applying various teaching techniques. Surveys are conducted on 175 postgraduate students from a Spanish university. The results are statistically analyzed and classified by gender, age, region of origin, and previous studies. The results show an overall preference for using the most computerized techniques, but differed according to student characteristics. It is concluded that combining TBL with different techniques for presenting results enhances student knowledge, social abilities, group integration skills, public speaking, arrangement of ideas, and interest.

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来源期刊

Formacion Universitaria Social Sciences-Education

CiteScore

2.80

自引率

0.00%

发文量

期刊介绍： Formación Universitaria es una revista internacional electrónica y arbitrada, y acepta artículos originales en todas las áreas relacionadas con el trabajo académico en Universidades, y en particular aquellos relacionados con la enseñanza de la ingeniería y las ciencias. Es condición obligatoria que los artículos sean producto de trabajos de investigación o de reflexión documentada y que tengan un impacto relevante en el desarrollo y mejoramiento de la formación universitaria en Ibero América. Sin excluir otros temas, la revista acepta artículos relacionados con: formación general, enseñanza de las ciencias básicas y de las tecnologías, educación continua y de posgrado, educación basada en competencias, modificación de programas, desarrollo de nuevos laboratorios, nuevas técnicas de enseñanza, perfeccionamiento y mejoramiento de la docencia, impacto de las nuevas tecnologías, enseñanza virtual, globalización y enseñanza, nuevas necesidades educativas, evaluación y jerarquización, acreditación, gestión y evaluación de la docencia, y práctica profesional, entre otros.