Uso de herramientas de respuesta de audiencia en la docencia presencial universitariaUn primer contacto

  1. Ariadna Fuertes 1
  2. Miguel García 1
  3. Maria Asunción Castaño 2
  4. Emilia López 3
  5. Mario Zacares 3
  6. Máximo Cobos 1
  7. Ricardo Ferris 1
  8. Francisco Grimaldo 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

  3. 3 Universidad Católica de Valencia San Vicente Mártir
    info

    Universidad Católica de Valencia San Vicente Mártir

    Valencia, España

    ROR https://ror.org/03d7a9c68

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Revista:
Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)
  1. Torres Gil, Manuel (coord.)
  2. Cañadas Martínez, José Joaquín (coord.)

ISSN: 2531-0607

Ano de publicación: 2016

Título do exemplar: Actas de las XXII Jornadas sobre Enseñanza Universitaria de la Informática (Almería, 6, 7 y 8 de julio de 2016)

Número: 1

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)

Resumo

One of the goals of educational research during the last decades has been the search for more effective methods of learning than the traditional master classes. Teaching based on active learning has been pointed out by numerous papers as an alternative teaching method. This strategy has been proved to be effective by using audience response systems that allow the design of active participation processes in the classroom with little effort and at a minimal implementation cost, since most students carry some type of mobile device (smartphones, tablets, laptops, etc.). While these tools might become a source of distraction, it is clear that they also offer a major improvement in the teaching-learning process due to the wide range of opportunities for innovation that they bring, such as the introduction of gamification activities that aim at increasing the motivation, interest and curiosity of the student. This paper explores and analyzes some of these audience response systems within an educational environment. Several activities developed throughout different subjects, degrees and universities are described in order to get a first contact with two of these tools: Kahoot and Socrative. From the results obtained by means of student satisfaction surveys and the teachers' experiences, we propose a set of good practice guidelines regarding the use of audience response systems in the classroom.

Fonte de datos: Dialnet