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Advances in E-learning-Experiences and Methodologies

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Telematic Environments <strong>and</strong> Competition-Based <strong>Methodologies</strong><br />

IntroductIon<br />

New active learn<strong>in</strong>g methodologies are aris<strong>in</strong>g<br />

as more effective learn<strong>in</strong>g methods than the<br />

traditional ones. The effectiveness of a learn<strong>in</strong>g<br />

process is achieved when its results are last<strong>in</strong>g<br />

<strong>and</strong> transferable to other situations. Various<br />

studies have shown an important improvement<br />

<strong>in</strong> long term retention of what is learnt when active<br />

learn<strong>in</strong>g techniques are <strong>in</strong>troduced <strong>in</strong>to the<br />

learn<strong>in</strong>g process (Canós & Mauri, 2005; Timmerman<br />

& L<strong>in</strong>gard, 2003). For example, Hyl<strong>and</strong><br />

(2002) shows that people are able to remember<br />

about 20% of what they listen to (passive), 70%<br />

of what they say (active), <strong>and</strong> 90% of what they<br />

say <strong>and</strong> do (active).<br />

The use of active methodologies contributes<br />

to develop <strong>in</strong> students the capacity to actively<br />

research <strong>and</strong> undertake prom<strong>in</strong>ent roles <strong>and</strong><br />

leadership <strong>in</strong> their own learn<strong>in</strong>g process, fac<strong>in</strong>g<br />

the resolution of problems with their own<br />

resources.<br />

Active learn<strong>in</strong>g is not a new concept, although<br />

the <strong>in</strong>terest <strong>in</strong> apply<strong>in</strong>g it has <strong>in</strong>creased a lot over<br />

the last few years. This <strong>in</strong>crease has become more<br />

noticeable with the spread of <strong>in</strong>formation <strong>and</strong><br />

communication technology (ICT).<br />

ICT opens up numerous possibilities with<br />

regard to the implementation of active methodologies.<br />

It permits the development of remote<br />

cooperative activities, where the teacher’s role<br />

can be easily adapted to the model <strong>in</strong> which students<br />

must actively lead their learn<strong>in</strong>g process<br />

(Bryndum & Montes, 2005).<br />

When apply<strong>in</strong>g ICT-based active learn<strong>in</strong>g<br />

methods, the teacher should underst<strong>and</strong> the<br />

educative value of the telematic tools <strong>and</strong> know<br />

how to use the technology <strong>in</strong> order to improve the<br />

learn<strong>in</strong>g process. In this sense, it is commonly<br />

believed that technology is effective when it comes<br />

accompanied by a constructivist pedagogy, which<br />

supports the learn<strong>in</strong>g based on <strong>in</strong>vestigation.<br />

Wirsig (2002) agrees about it <strong>and</strong>, moreover, she<br />

states that technology can add a considerable<br />

cognitive value to the learn<strong>in</strong>g process.<br />

It also has to be taken <strong>in</strong>to account that the<br />

implementation of an education model based on<br />

active methodologies is not an easy task, as a<br />

number of difficulties usually arise. Some of these<br />

difficulties are: the rejection of new methods by<br />

both students <strong>and</strong> teachers; the number of students<br />

<strong>in</strong> each class; <strong>and</strong> even current classroom set-up,<br />

which appears more suited to tak<strong>in</strong>g notes rather<br />

than do<strong>in</strong>g group work (Verdú, Regueras, Verdú,<br />

Pérez, & de Castro, 2006a).<br />

On the other h<strong>and</strong>, the results obta<strong>in</strong>ed when<br />

apply<strong>in</strong>g active learn<strong>in</strong>g techniques have not<br />

always been positive. These techniques are more<br />

effective <strong>in</strong> order to achieve some objectives,<br />

whereas traditional classes are better for some<br />

others (McCarthy & Anderson, 2000). Besides,<br />

students have different learn<strong>in</strong>g styles <strong>and</strong>, consequently,<br />

not every student benefits the same from<br />

active learn<strong>in</strong>g. For example, Zywno <strong>and</strong> Waalen<br />

(2002) compare the effect of <strong>in</strong>dividual learn<strong>in</strong>g<br />

styles on student outcomes <strong>in</strong> conventional environments<br />

with the same <strong>in</strong> hypermedia assisted<br />

environments. When apply<strong>in</strong>g hypermedia systems,<br />

they f<strong>in</strong>d better results with students who<br />

prefer active, sens<strong>in</strong>g, <strong>and</strong> global learn<strong>in</strong>g. In<br />

any case, they state that, due to the multimodal<br />

attributes <strong>in</strong>volved, hypermedia is more effective<br />

<strong>in</strong> reach<strong>in</strong>g all types of students <strong>and</strong> reduc<strong>in</strong>g<br />

differences <strong>in</strong> the academic performance among<br />

several learn<strong>in</strong>g styles.<br />

Therefore, we can assert that the selection of<br />

a learn<strong>in</strong>g-teach<strong>in</strong>g strategy entails previously<br />

not only determ<strong>in</strong><strong>in</strong>g the cognitive activity of<br />

the learn<strong>in</strong>g, that is, the type of skills, competencies,<br />

<strong>and</strong> techniques to be developed (F<strong>and</strong>os &<br />

González, 2005), but also takes <strong>in</strong>to account the<br />

<strong>in</strong>dividual learn<strong>in</strong>g styles of students. The strategy<br />

implemented <strong>in</strong> a certa<strong>in</strong> learn<strong>in</strong>g process may<br />

not be the right one for every student.<br />

One of the key aspects for the success of a<br />

learn<strong>in</strong>g methodology is motivation. The recommendations<br />

about learn<strong>in</strong>g strategies normally<br />

<strong>in</strong>clude techniques to encourage students. Nowadays<br />

we have more resources than ever to design

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