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dc.contributor.authorJeong, Jin Su
dc.contributor.authorGonzález-Gómez, David
dc.contributor.authorCañada-Cañada, Florentina
dc.contributor.authorGallego-Picó, Alejandrina
dc.contributor.authorBravo, Juan Carlos
dc.date.accessioned2019-06-13T14:59:39Z
dc.date.available2019-06-13T14:59:39Z
dc.date.issued2019-03
dc.identifier.citationJeong, J. S. [et al.]. Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course. "JOTSE: Journal of Technology and Science Education", Març 2019, vol. 9, núm. 2, p. 217-227.
dc.identifier.issn2013-6374
dc.identifier.urihttp://hdl.handle.net/2117/134429
dc.description.abstractDistance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.
dc.format.extent11 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 4.0 International
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge actiu
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació::Ensenyament virtual (eLearning)
dc.subject.lcshDistance education
dc.subject.lcshActive learning--Evaluation
dc.subject.lcshSelf-efficacy
dc.subject.lcshEmotions
dc.subject.otherActive learning
dc.subject.otherDistance learning
dc.subject.otherEmotions
dc.subject.otherSelf-efficacy
dc.subject.otherScience education
dc.titleEffects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course
dc.typeArticle
dc.subject.lemacEnsenyament eficaç -- Avaluació
dc.subject.lemacEnsenyament virtual -- Avaluació
dc.subject.lemacAprenentatge actiu -- Avaluació
dc.subject.lemacEmocions
dc.identifier.doi10.3926/jotse.530
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
local.citation.publicationNameJOTSE: Journal of Technology and Science Education
local.citation.volume9
local.citation.number2
local.citation.startingPage217
local.citation.endingPage227


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Except where otherwise noted, content on this work is licensed under a Creative Commons license : Attribution-NonCommercial-NoDerivs 3.0 Spain