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dc.contributor.authorPérez Poch, Antoni
dc.contributor.authorSánchez Carracedo, Fermín
dc.contributor.authorSalán Ballesteros, Maria Núria
dc.contributor.authorLópez Álvarez, David
dc.contributor.otherUniversitat Politècnica de Catalunya. Doctorat en Administració i Direcció d'Empreses
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Arquitectura de Computadors
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Ciència dels Materials i Enginyeria Metal·lúrgica
dc.date.accessioned2019-10-30T16:48:47Z
dc.date.available2019-10-30T16:48:47Z
dc.date.issued2019
dc.identifier.citationPerez-Poch, A. [et al.]. Cooperative learning and embedded active learning methodologies for improving students’ motivation and academic results. "International journal of engineering education", 35 (6), 1851-‌1858, 2019
dc.identifier.issn0949-149X
dc.identifier.urihttp://hdl.handle.net/2117/171236
dc.description.abstractIn recent years, a number of teaching strategies have been applied in higher education to improve students’ academic results and motivation, with a focus on active methodologies. These techniques highlight the student learning process at the forefront of the classroom. Embedded Methodologies, defined as a mixture of learning strategies which are combined in a single educational environment, have a potential for boosting their impact. Few studies have addressed what impact may be involved by applying them in the learning process. An Embedded Methodology in Engineering higher education with Cooperative Learning, Just-In-Time Teaching and active informal methodologies is proposed. The authors present a ten-year longitudinal study in which academic results and student satisfaction reported by a standardized survey among 294 students attending a “Telecommunications and Internet” subject at EEBE Engineering School from UPC-BarcelonaTech (Spain). The results show that Embedded Methodologies significantly improved students’ motivation and their final marks; in particular, for those students at risk of failing the subject but not with the lowest grades. The applied learning methodology was found to be the best predictor of their grades in the subject, among other factors such as their performance in the University Entrance exam. Students’ perception of the quality of teaching and their academic results were significantly better when compared with those student groups that were exposed to only one active methodology or none at all, suggesting that a mixture of motivational learning techniques boost their impact on the students’ learning process and on their motivation.
dc.format.extent8 p.
dc.language.isoeng
dc.publisherTempus Publications
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
dc.subject.lcshGroup work in education
dc.subject.otherEmbedded Methodologies
dc.subject.otherCooperative learning
dc.subject.otherActive methodologies
dc.subject.otherJust-in-Time Teaching
dc.subject.otherTeaching quality
dc.subject.otherEngineering Education.
dc.titleCooperative learning and embedded active learning methodologies for improving students’ motivation and academic results
dc.typeArticle
dc.subject.lemacEnsenyament -- Treball en equip
dc.contributor.groupUniversitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group
dc.contributor.groupUniversitat Politècnica de Catalunya. CIEFMA - Centre d'Integritat Estructural, Micromecànica i Fiabilitat dels Materials
dc.rights.accessOpen Access
drac.iddocument23566657
dc.description.versionPostprint (published version)
upcommons.citation.authorPerez-Poch, A.; Sánchez, F.; Salan, N.; Lopez, D.
upcommons.citation.publishedtrue
upcommons.citation.publicationNameInternational journal of engineering education
upcommons.citation.startingPage1851
upcommons.citation.endingPage1858


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