Virtual classrooms for the development of practical laboratories in a Colombian higher education institution
This research was developed with the aim of determining the effect of conducting virtual laboratories with respect to the subjective evaluation of professors and the standardized tests of a Colombian higher education institution. To achieve this objective, an explanatory descriptive study with a qua...
- Autores:
-
Herrera, Henry
Barrera, Alonso
Ballestas, Marlene
Ballestas, Ingrid
Schnorr, Carlos Eduardo
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9493
- Acceso en línea:
- https://hdl.handle.net/11323/9493
https://doi.org/10.1007/978-3-030-90328-2_27
https://repositorio.cuc.edu.co/
- Palabra clave:
- Higher education institutions
Technologies towards teaching
Virtual laboratories
- Rights
- embargoedAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Virtual classrooms for the development of practical laboratories in a Colombian higher education institution |
| title |
Virtual classrooms for the development of practical laboratories in a Colombian higher education institution |
| spellingShingle |
Virtual classrooms for the development of practical laboratories in a Colombian higher education institution Higher education institutions Technologies towards teaching Virtual laboratories |
| title_short |
Virtual classrooms for the development of practical laboratories in a Colombian higher education institution |
| title_full |
Virtual classrooms for the development of practical laboratories in a Colombian higher education institution |
| title_fullStr |
Virtual classrooms for the development of practical laboratories in a Colombian higher education institution |
| title_full_unstemmed |
Virtual classrooms for the development of practical laboratories in a Colombian higher education institution |
| title_sort |
Virtual classrooms for the development of practical laboratories in a Colombian higher education institution |
| dc.creator.fl_str_mv |
Herrera, Henry Barrera, Alonso Ballestas, Marlene Ballestas, Ingrid Schnorr, Carlos Eduardo |
| dc.contributor.author.spa.fl_str_mv |
Herrera, Henry Barrera, Alonso Ballestas, Marlene Ballestas, Ingrid Schnorr, Carlos Eduardo |
| dc.subject.proposal.eng.fl_str_mv |
Higher education institutions Technologies towards teaching Virtual laboratories |
| topic |
Higher education institutions Technologies towards teaching Virtual laboratories |
| description |
This research was developed with the aim of determining the effect of conducting virtual laboratories with respect to the subjective evaluation of professors and the standardized tests of a Colombian higher education institution. To achieve this objective, an explanatory descriptive study with a quasi-experimental, field, and longitudinal design was proposed to execute a comparative analysis between the conduct of face-to-face and virtual laboratories in the selected higher education institution. The research was developed between the periods 2019–1 and 2020–1, being the first period when face-to-face laboratories were taught, meanwhile the second period when the students were assisting classes through virtual platforms. The results of the research process indicate that there is a dependency between grades corresponding to 10% and 20% in each of the three periods for the 2019–1 semester and the 2020–1 semester, and it is evidenced that the number of students in the insufficient category in the 20% test decreased. Another representative finding is that the scores of professors’ subjective evaluations are consistent with the results within the standardized tests of the university under study. It is then concluded that the implementation of various virtual spaces for teaching allows knowledge development process to be better, where the opportunity is provided to a large number of resources or processes that could be expensive for universities in low-income countries. Similarly, virtual classrooms open the opportunity for more students, especially the ones from the most remote locations to be able to participate in the classes. |
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2021 |
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2021-07-29 |
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2022-09-05T16:33:32Z |
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2022-07-29 2022-09-05T16:33:32Z |
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Artículo de revista |
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Herrera, H., Barrera, A., Ballestas, M., Ballestas, I., Schnorr, C. (2021). Virtual Classrooms for the Development of Practical Laboratories in a Colombian Higher Education Institution. In: , et al. HCI International 2021 - Late Breaking Papers: Cognition, Inclusion, Learning, and Culture. HCII 2021. Lecture Notes in Computer Science(), vol 13096. Springer, Cham. https://doi.org/10.1007/978-3-030-90328-2_27 |
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0302-9743 |
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https://hdl.handle.net/11323/9493 |
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https://doi.org/10.1007/978-3-030-90328-2_27 |
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10.1007/978-3-030-90328-2_27 |
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1611-3349 |
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Corporacion Universidad de la Costa |
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REDICUC - Repositorio CUC |
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Herrera, H., Barrera, A., Ballestas, M., Ballestas, I., Schnorr, C. (2021). Virtual Classrooms for the Development of Practical Laboratories in a Colombian Higher Education Institution. In: , et al. HCI International 2021 - Late Breaking Papers: Cognition, Inclusion, Learning, and Culture. HCII 2021. Lecture Notes in Computer Science(), vol 13096. Springer, Cham. https://doi.org/10.1007/978-3-030-90328-2_27 0302-9743 10.1007/978-3-030-90328-2_27 1611-3349 Corporacion Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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Lecture Notes in Computer Science |
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Lay, N., Ramírez, J., Parra, M.: Desarrollo de conductas ciudadanas en estudiantes del octavo grado de una institución educativa de Barranquilla. In: Memorias del I congreso internacional en educación e innovación en educación superior. Caracas, Venezuela (2019). Niebles, W., Martínez-Bustos, P., Niebles-Núñez, L.: Competencias matemáticas como factor de éxito en la prueba pro en universidades de Barranquilla. Colomb. Educ. y Humanismo 22(38), 1–16 (2020) Parra, M., Duran, S: Desarrollo organizacional y tecnoformación en instituciones de educación superior colombianas. In: Cambios e innovación: una visión estratégica, p. 278. Mexico, Universidad autonoma del Estaso de Hidalgo (2015) Lay, N., et al.: Uso de las herramientas de comunicación asincrónicas y sincrónicas en la banca privada del municipio Maracaibo (Venezuela). Revista Espacios 40(4) (2019). Crisol-Moya, E., Herrera-Nieves, L., Montes-Soldado, R.: Educación virtual para todos: una revisión sistemática. Educ. Knowl. Soc. 21 (2020) Parra, M., Marambio, C., Ramírez, J., Suárez, D., Herrera, H.: Educational convergence with digital technology: integrating a global society. In: Stephanidis, C., Antona, M., Ntoa, S. (eds.) HCII 2020. CCIS, vol. 1294, pp. 303–310. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-60703-6_39 Ima, N., Viegas, C., García-Peñalvo, F.J.: Different didactical approaches using a remote lab: identification of impact factors. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje (IEEE RITA) 14, 76–86 (2019) García-Peñalvo, F.J., Corell, A., Abella-García, V., Grande-de-Prado, M.: Online assessment in higher education in the time of COVID-19. Educ. Knowl. Soc. 21 (2020) Fardoun, H., González-González, C.S., Collazos, C.A., Yousef, M.: Estudio exploratorio en Iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia. Educ. Knowl. Soc. 21, 1–9 (2020) García-Peñalvo, F.J., Corell, A.: La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales 9, 83–98 (2020) Núñez-Barriopedro, E., Sanz-Gómez, Y., Ravina-Ripoll, R.: Los videojuegos en la educación: Beneficios y perjuicios. Revista Electrón. EDUCARE 24, 240–257 (2020) Ocampo, J., Pulupa, J., Knezevich, A.: Beneficios y limitaciones del empleo de TIC en la orientación vocacional de estudiantes de educación secundaria de Guayaquil. Ecuador. Maskana 8, 333–342 (2017) Certinet, https://certificacionestic.net/ventajas-uso-de-las-nuevas-tecnologias-en-la-educacion/. Accessed 21 July 2021 Medina, A.P., Saba, G.H., Silva, J.H., de Guevara Durán, E.L.: Los laboratorios virtuales y laboratorios remotos en la enseñanza de la ingeniería. Rev. Educación en Ing. 4, 24–31 (2011) García, M.L., Ortega, J.G.M.: Las TIC en la enseñanza de la Biología en la educación secundaria: los laboratorios virtuales. Revista Electrónica de enseñanza de las ciencias 6, 562–576 (2007) García-Peñalvo, F.J.: Modelo de referencia para la enseñanza no presencial en universidades presenciales. Campus Virtuales 9, 41–56 (2020) |
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Herrera, Henry18033fba92fe8cb9d66df463c39c7f5e600Barrera, Alonsoa536c7f5a950db1a1c88ee366f5e8d25600Ballestas, Marlenec0d17b1ec78ba0aa65eaa23bc2b1ec50600Ballestas, Ingrid9c5132ae28f5c39ebbba61463b3985b8Schnorr, Carlos Eduardo2b8ae605be739d729c766b18710a9e6d600Colombia2022-09-05T16:33:32Z2022-07-292022-09-05T16:33:32Z2021-07-29Herrera, H., Barrera, A., Ballestas, M., Ballestas, I., Schnorr, C. (2021). Virtual Classrooms for the Development of Practical Laboratories in a Colombian Higher Education Institution. In: , et al. HCI International 2021 - Late Breaking Papers: Cognition, Inclusion, Learning, and Culture. HCII 2021. Lecture Notes in Computer Science(), vol 13096. Springer, Cham. https://doi.org/10.1007/978-3-030-90328-2_270302-9743https://hdl.handle.net/11323/9493https://doi.org/10.1007/978-3-030-90328-2_2710.1007/978-3-030-90328-2_271611-3349Corporacion Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This research was developed with the aim of determining the effect of conducting virtual laboratories with respect to the subjective evaluation of professors and the standardized tests of a Colombian higher education institution. To achieve this objective, an explanatory descriptive study with a quasi-experimental, field, and longitudinal design was proposed to execute a comparative analysis between the conduct of face-to-face and virtual laboratories in the selected higher education institution. The research was developed between the periods 2019–1 and 2020–1, being the first period when face-to-face laboratories were taught, meanwhile the second period when the students were assisting classes through virtual platforms. The results of the research process indicate that there is a dependency between grades corresponding to 10% and 20% in each of the three periods for the 2019–1 semester and the 2020–1 semester, and it is evidenced that the number of students in the insufficient category in the 20% test decreased. Another representative finding is that the scores of professors’ subjective evaluations are consistent with the results within the standardized tests of the university under study. It is then concluded that the implementation of various virtual spaces for teaching allows knowledge development process to be better, where the opportunity is provided to a large number of resources or processes that could be expensive for universities in low-income countries. Similarly, virtual classrooms open the opportunity for more students, especially the ones from the most remote locations to be able to participate in the classes.8 páginasapplication/pdfengSpringer VerlagGermanyAtribución 4.0 Internacional (CC BY 4.0)© 2022 Springer Nature Switzerland AG. Part of Springer Nature.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/embargoedAccesshttp://purl.org/coar/access_right/c_f1cfVirtual classrooms for the development of practical laboratories in a Colombian higher education institutionArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/drafthttp://purl.org/coar/version/c_b1a7d7d4d402bccehttps://rd.springer.com/chapter/10.1007/978-3-030-90328-2_27Lecture Notes in Computer ScienceLay, N., Ramírez, J., Parra, M.: Desarrollo de conductas ciudadanas en estudiantes del octavo grado de una institución educativa de Barranquilla. In: Memorias del I congreso internacional en educación e innovación en educación superior. Caracas, Venezuela (2019).Niebles, W., Martínez-Bustos, P., Niebles-Núñez, L.: Competencias matemáticas como factor de éxito en la prueba pro en universidades de Barranquilla. Colomb. Educ. y Humanismo 22(38), 1–16 (2020)Parra, M., Duran, S: Desarrollo organizacional y tecnoformación en instituciones de educación superior colombianas. In: Cambios e innovación: una visión estratégica, p. 278. Mexico, Universidad autonoma del Estaso de Hidalgo (2015)Lay, N., et al.: Uso de las herramientas de comunicación asincrónicas y sincrónicas en la banca privada del municipio Maracaibo (Venezuela). Revista Espacios 40(4) (2019).Crisol-Moya, E., Herrera-Nieves, L., Montes-Soldado, R.: Educación virtual para todos: una revisión sistemática. Educ. Knowl. Soc. 21 (2020)Parra, M., Marambio, C., Ramírez, J., Suárez, D., Herrera, H.: Educational convergence with digital technology: integrating a global society. In: Stephanidis, C., Antona, M., Ntoa, S. (eds.) HCII 2020. CCIS, vol. 1294, pp. 303–310. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-60703-6_39Ima, N., Viegas, C., García-Peñalvo, F.J.: Different didactical approaches using a remote lab: identification of impact factors. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje (IEEE RITA) 14, 76–86 (2019)García-Peñalvo, F.J., Corell, A., Abella-García, V., Grande-de-Prado, M.: Online assessment in higher education in the time of COVID-19. Educ. Knowl. Soc. 21 (2020)Fardoun, H., González-González, C.S., Collazos, C.A., Yousef, M.: Estudio exploratorio en Iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia. Educ. Knowl. Soc. 21, 1–9 (2020)García-Peñalvo, F.J., Corell, A.: La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales 9, 83–98 (2020)Núñez-Barriopedro, E., Sanz-Gómez, Y., Ravina-Ripoll, R.: Los videojuegos en la educación: Beneficios y perjuicios. Revista Electrón. EDUCARE 24, 240–257 (2020)Ocampo, J., Pulupa, J., Knezevich, A.: Beneficios y limitaciones del empleo de TIC en la orientación vocacional de estudiantes de educación secundaria de Guayaquil. Ecuador. Maskana 8, 333–342 (2017)Certinet, https://certificacionestic.net/ventajas-uso-de-las-nuevas-tecnologias-en-la-educacion/. Accessed 21 July 2021Medina, A.P., Saba, G.H., Silva, J.H., de Guevara Durán, E.L.: Los laboratorios virtuales y laboratorios remotos en la enseñanza de la ingeniería. Rev. Educación en Ing. 4, 24–31 (2011)García, M.L., Ortega, J.G.M.: Las TIC en la enseñanza de la Biología en la educación secundaria: los laboratorios virtuales. Revista Electrónica de enseñanza de las ciencias 6, 562–576 (2007)García-Peñalvo, F.J.: Modelo de referencia para la enseñanza no presencial en universidades presenciales. 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