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Education Sciences
Special Issues
Active Methodologies and Educative Resources Mediated by Technology
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Active Methodologies and Educative Resources Mediated by Technology

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 November 2022) | Viewed by 11744

Special Issue Editors

Prof. Dr. Francisco D. Guillen-Gamez

E-Mail Website1 Website2
Leading Guest Editor
Department of Didactics and School Organization, University of Malaga, 29016 Málaga, Spain
Interests: ICT; ICT resources; quantitative methodologies; new technologies applied to education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Ernesto Colomo Magaña

E-Mail Website
Guest Editor
Faculty of Education, University of Málaga, Blvr. Louis Pasteur, 25, 29010 Málaga, Spain
Interests: ICT; methodologies; technologies
Dr. Enrique Sánchez-Rivas

E-Mail Website
Guest Editor
Faculty of Education, University of Málaga, Blvr. Louis Pasteur, 25, 29010 Málaga, Spain
Interests: educational technology; active methods; pedagogical innovation
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In a digital context, education is continuously adapting to new scenarios and training proposals. This process means that students stop being a passive subject and become the protagonist of their learning, for which it is necessary to incorporate different resources and tools that allow them to acquire new skills and solve problems similar to those that occur in real life.

This situation places teachers in the midst of a revolution mediated by technology, where, without losing sight of the pedagogical and didactic approach, ICT is incorporated to develop more innovative, efficient, and quality teaching-learning processes. Teaching processes are carried out through methodologies such as flipped classroom, gamification, virtual or augmented reality, or the development of MOOC and SPOC, all of which are designed, developed, and implemented through digital resources. This entails a commitment to a digital transformation of the educational process based on pedagogy, with the aim of improving factors such as motivation or student academic performance.

The purpose of this Special Issue is to delve into successful educational experiences mediated by educational technology, welcoming empirical research, bibliometric reviews and analyses, as well as case studies. For this reason, we welcome studies that cover topics related to:

  • Impact of innovative methodologies in the classroom through the use of ICT;
  • Digital competence of teachers to carry out digital innovation in the classroom;
  • Review and analysis of digital resources to introduce into the classroom, according to the methodology used by the teacher (flipped classroom, gamification, augmented reality, etc.).

Prof. Dr. Francisco D. Guillen-Gamez
Prof. Dr. Ernesto Colomo Magaña
Dr. Enrique Sánchez-Rivas
Guest Editors


Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational technology
  • digital education
  • learning with ICT
  • innovation

Published Papers (5 papers)

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14 pages, 2298 KiB  
Article
Educational Robotics to Address Behavioral Problems in Early Childhood
by Raquel Barragán-Sánchez, Rosalía Romero-Tena and Miriam García-López
Educ. Sci. 2023, 13(1), 22; https://doi.org/10.3390/educsci13010022 - 26 Dec 2022
Cited by 1 | Viewed by 1536
Abstract
After detecting behavioral problems in an early childhood education classroom and verifying the importance of intervening at early ages, we propose the design of an intervention plan through an educational proposition to modify the problematic behaviors. This proposition is focused on developing standards [...] Read more.
After detecting behavioral problems in an early childhood education classroom and verifying the importance of intervening at early ages, we propose the design of an intervention plan through an educational proposition to modify the problematic behaviors. This proposition is focused on developing standards of conduct through computational thinking using robotics. Firstly, needs were identified; then, an educational proposition was implemented; and, lastly, the results were evaluated. For this study, a mixed methodology (quantitative and qualitative) was used. The instruments selected were observation scale, interview and teacher’s diary. The results show a clear improvement of disruptive behaviors. The technology used contributed to the collaborative resolution of the problem, allowing the students to lead such resolution by stimulating their participation and creativity. Thus, it can be asserted that the development of computational thinking through educational robotics is effective for the improvement of social skills at early ages. Full article
(This article belongs to the Special Issue Active Methodologies and Educative Resources Mediated by Technology)
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12 pages, 563 KiB  
Article
Use of Social Networks in University Studies: A Peruvian Case Study
by Nataly Puma-Chavez, Jheidys Quispe-Escobar, Alejandra Hurtado-Mazeyra and Carmen Llorente Cejudo
Educ. Sci. 2022, 12(12), 893; https://doi.org/10.3390/educsci12120893 - 06 Dec 2022
Viewed by 1524
Abstract
The aim of this study was to determine the degree of addiction to social networks among students at a Peruvian university. The sample consisted of 3026 students (1768 females, 58.4%; 1258 males, 41.6%) from three different fields of study: social sciences, engineering, and [...] Read more.
The aim of this study was to determine the degree of addiction to social networks among students at a Peruvian university. The sample consisted of 3026 students (1768 females, 58.4%; 1258 males, 41.6%) from three different fields of study: social sciences, engineering, and biomedical sciences. Data were collected using the Social Media Addiction Scale–Student Form (SMA–SF), which was previously adapted to the Peruvian context, establishing four dimensions: satisfaction/tolerance, problems, obsession with being informed and need to be connected. Among the results obtained, it is possible to highlight factors that influence the use of social networks, such as, that their use varied according to age, year of university studies, gender, and area of study; in addition, significant differences in gender were observed, with men using them more for various activities and expressing feelings about their use. Engineering and Social Science students were more likely to show feelings towards networks than Biomedical Science students, among others. Students in the 16–20 age range showed greater expressions of feelings about the use of social networks than those in other age ranges. Full article
(This article belongs to the Special Issue Active Methodologies and Educative Resources Mediated by Technology)
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10 pages, 285 KiB  
Article
Validation of the DigCompEdu Check-in Questionnaire through Structural Equations: A Study at a University in Peru
by Lorena Martín Párraga, Carmen Llorente Cejudo and Julio Barroso Osuna
Educ. Sci. 2022, 12(8), 574; https://doi.org/10.3390/educsci12080574 - 22 Aug 2022
Cited by 6 | Viewed by 2679
Abstract
The technologization of society presents a great challenge for education in the twenty-first century; there is a need to face that challenge to be able to promote quality digital literacy. The use of the teacher’s digital competence in terms of the safe and [...] Read more.
The technologization of society presents a great challenge for education in the twenty-first century; there is a need to face that challenge to be able to promote quality digital literacy. The use of the teacher’s digital competence in terms of the safe and critical use of technologies is one of the key competencies that can guarantee educational success. The present study analyzes the reliability and validity of the DigCompEdu questionnaire for future teachers within the framework of digital competence improvement. This tool is centered on teacher orientation, with respect to their level of competence, through a self-evaluation of their strengths and needs for improvement in digital learning, according to its different dimensions: digital literacy, communication and collaboration with the organization; search and treatment of data, digital socialization; technological creativity and innovation. For its development, the exploratory and confirmatory factorial analysis (EFA and CFA) technique was utilized via structural equation modeling (SEM). A total of 1659 professors, who are employed at a university in Peru, completed the questionnaire. The analyses that were performed corroborated the reliability and validity of the instrument, as well as the different possibilities guaranteed by the validation method via structural equations. We underline the need to offer training for professors in the area of digital competence and endorse methodologies based on competencies that guarantee the use of valid and reliable tools. Full article
(This article belongs to the Special Issue Active Methodologies and Educative Resources Mediated by Technology)
13 pages, 623 KiB  
Article
Active Teaching Methodologies Improve Cognitive Performance and Attention-Concentration in University Students
by Lorena Rodríguez-García, Juan-Carlos de la Cruz-Campos, Ricardo Martín-Moya and Francisco-Tomás González-Fernández
Educ. Sci. 2022, 12(8), 544; https://doi.org/10.3390/educsci12080544 - 11 Aug 2022
Cited by 2 | Viewed by 2243
Abstract
The scientific literature shows a beneficial association between active methodologies and cognitive variables in university students. The purpose of this research was to determine the relationship between active methodologies in Physical Education and attention and concentration in a group of university students A [...] Read more.
The scientific literature shows a beneficial association between active methodologies and cognitive variables in university students. The purpose of this research was to determine the relationship between active methodologies in Physical Education and attention and concentration in a group of university students A total of forty-four undergraduate students from Pontifical University of Comillas of the Balearic Islands, Palma de Mallorca, Spain, participated in the present investigation (age: 20.48 ± 1.37 years; height: 170.77 ± 9.11 cm; weight: 68.84 ± 8.29 kg; body mass index: 23.51 ± 1.54). A D2 attention test was used to analyse their selective attention and concentration. Active methodologies were used to improve the students’ physical fitness, reflected in their VO2max, which was evaluated using an incremental cycloergometer test. A correlation analysis performed between the active methodologies used to improve physical fitness measures and the D2 test revealed a negative moderate correlation between HRmax and TR, TA and TR- (r = −0.30, p = 0.04; r = −0.38, p = 0.01; and r = −0.35, p = 0.02, respectively), and a positive moderate correlation between HRmax and C (r = −0.32, p = 0.03). Finally, a negative moderate correlation was found between VT and C (r = −0.48, p = 0.001). This correlation analysis was reinforced by the results of a regression analysis. In summary, the present research revealed that university students with better aerobic fitness, achieved through active methodologies and reflected in VT and higher HRmax, obtained better values in TA, TR and C. University students should be encouraged to engage in regular physical activity through active methodologies that tend to increase physical fitness. Full article
(This article belongs to the Special Issue Active Methodologies and Educative Resources Mediated by Technology)
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14 pages, 1487 KiB  
Systematic Review
Language Teaching through the Flipped Classroom: A Systematic Review
by Hugo Heredia Ponce, Manuel Francisco Romero Oliva and Carmen Romero Claudio
Educ. Sci. 2022, 12(10), 675; https://doi.org/10.3390/educsci12100675 - 04 Oct 2022
Cited by 1 | Viewed by 2595
Abstract
Language teaching is in question for reasons related to methodology. For years now, the focus has been on learning and the search for active methodologies such as the flipped classroom (FC). This methodology was chosen because of its emergent character and because of [...] Read more.
Language teaching is in question for reasons related to methodology. For years now, the focus has been on learning and the search for active methodologies such as the flipped classroom (FC). This methodology was chosen because of its emergent character and because of the advantages and limitations that have arisen after its implementation in the classroom. Hence, the aim of this paper is to determine the level of expansion of the FC approach in language teaching over the last five years. For this purpose, a systematic review was carried out according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Two international databases, Web of Science (WOS) and Scopus, were used for the search, until 1 July 2022, using both Spanish and English descriptors: “language learning*”, “flipped classroom,” and “language teaching”. In this process, inclusion and exclusion criteria were established for a sample (N = 181) which resulted in a final selection of 26 articles. It can be seen that the majority of the articles published are between 2021 and 2022, aimed at L2 teaching, specifically English, and also show that they produce motivation in students and improve results in the development of language teaching, among others. Full article
(This article belongs to the Special Issue Active Methodologies and Educative Resources Mediated by Technology)
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