Preferencias en el aprendizaje de Investigación Operativa: Docencia inversa y presencial
[EN] The use of online resources for learning is increasing in business higher education, not only in the flipped classroom approach but also in order to supplement face-to-face lectures. The objectives of this paper are eliciting students’ preferences and assessing the learning resources (books, sl...
| Autores: | , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2017 |
| 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:10251/105785 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/105785 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa Preferencias Materiales docentes Docencia inversa Aprendizaje activo Aprendizaje colaborativo |
| Sumario: | [EN] The use of online resources for learning is increasing in business higher education, not only in the flipped classroom approach but also in order to supplement face-to-face lectures. The objectives of this paper are eliciting students’ preferences and assessing the learning resources (books, slides and videos) in teaching the Operations Research in Business Administration and Management degree. The students’ preferences have been obtained using Analytic Hierarchy Process, a quantitative method, appropriate for eliciting and aggregating individual preferences to provide information from a group of people. In addition, the use and assessment of the teaching resources have been analysed using the Likert scale, a qualitative method frequently used in higher education studies. The students who prefer videos the most are those from flipped classroom, although the videos have also affected students from traditional face-to-face teaching. In general, the slides, which synthesize and outline the concepts being studied, represent the resources more used by students of face-to-face groups. Nevertheless, there are significant differences amongst the students’ preferences by group. Finally, the videos also contribute to students skills, mainly in autonomous learning. The results and the students’ suggestions encourage the teachers to continue developing additional videos with case studies and real applications. |
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