Resumen
The objective of this research is to determine the impact of the homogeneous use of virtual classrooms based on a management model for teaching-learning processes in common courses of engineering careers at Universidad Politécnica Salesiana, Guayaquil- Ecuador. Students of Linear Algebra and Programming of the first year participate in the study. An empirical-analytical research methodology is developed with a longitudinal approach. The management model proposes the assignment of teachers, construction of renewable learning resources and follow-up to students in massive courses as a first pilot to reduce the number of students failing. Survey technique used for the two clusters of students in September 2022, with a simple random sampling of 14 Linear Algebra courses and 9 Programming courses to know their level of satisfaction. The results show a performance above 70% in course approval. A level of satisfaction higher than 90%.
Idioma original | Inglés |
---|---|
Título de la publicación alojada | EDUNINE 2023 - 7th IEEE World Engineering Education Conference |
Subtítulo de la publicación alojada | Reimaging Engineering - Toward the Next Generation of Engineering Education, Merging Technologies in a Connected World, Proceedings |
Editores | Claudio da Rocha Brito, Melany M. Ciampi |
Editorial | Institute of Electrical and Electronics Engineers Inc. |
ISBN (versión digital) | 9798350320503 |
DOI | |
Estado | Publicada - 2023 |
Evento | 7th IEEE World Engineering Education Conference, EDUNINE 2023 - Bogota, Colombia Duración: 12 mar. 2023 → 15 mar. 2023 |
Serie de la publicación
Nombre | EDUNINE 2023 - 7th IEEE World Engineering Education Conference: Reimaging Engineering - Toward the Next Generation of Engineering Education, Merging Technologies in a Connected World, Proceedings |
---|
Conferencia
Conferencia | 7th IEEE World Engineering Education Conference, EDUNINE 2023 |
---|---|
País/Territorio | Colombia |
Ciudad | Bogota |
Período | 12/03/23 → 15/03/23 |
Nota bibliográfica
Publisher Copyright:© 2023 IEEE.