Preferencias y rendimiento de los alumnos en el aprendizaje de Investigación Operativa con videos
[EN] The increasing supply of videos as an online resource has changed the performance of students who study degrees based on face-to-face learning. The objectives of this paper are to elicit current preferences for different types of learning resources, especially videos, developed to teach Operati...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/113384 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/113384 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa Aprendizaje Vídeos Preferencias Recursos Aprendizaje activo Aprendizaje autónomo |
| Sumario: | [EN] The increasing supply of videos as an online resource has changed the performance of students who study degrees based on face-to-face learning. The objectives of this paper are to elicit current preferences for different types of learning resources, especially videos, developed to teach Operations Research in Business Administration and Management degree, as well as analysing the relation between the videos use and students’ performance. The methodology is based on a survey using the Likert scale and the multicriteria method AHP. While all available resources are used to learn the subject, the results show a predominant preference for exam answers and videos, although more than one third of the students also use books and slides. Detailed exam answers improve learning and decrease tutorial appointments. There are significant differences in the use of learning resources among groups and resources affect students’ behaviour and performance. The videos with teaching modules decrease face-to-face class attendance, while the videos with interactive case studies affect performance positively. Therefore, we think that moving forward in this line would improve effective learning. |
|---|