Titulo:
Impacto pedagógico durante pandemia de un aula virtual con lightboard
.
Sumario:
Resumen: El presente artículo analiza la influencia de un aula virtual con lightboard en el impacto pedagógico generado en estudiantes de dos cursos sincrónicos de ingeniería dictados durante la pandemia por Covid 19. Un modelo de aceptación tecnológica analizó la influencia del aula virtual con lightboard, el núcleo de análisis principal es la satisfacción de aprendizaje de los estudiantes. Los resultados muestran que la facilidad con la que los estudiantes reciban la clase, la metodología elegida por el docente y el material de apoyo influyen positivamente sobre el proceso de aprendizaje del estudiante. El lightboard brinda apoyo a todos estos factores de influencia siendo una herramienta útil para los docentes, igualmente en las clases v... Ver más
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2463-0950
20
2022-12-20
3915 pp. 1
14
Revista EIA - 2022
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Impacto pedagógico durante pandemia de un aula virtual con lightboard Pedagogical impact during the pandemic of a virtual classroom with lightboard Resumen: El presente artículo analiza la influencia de un aula virtual con lightboard en el impacto pedagógico generado en estudiantes de dos cursos sincrónicos de ingeniería dictados durante la pandemia por Covid 19. Un modelo de aceptación tecnológica analizó la influencia del aula virtual con lightboard, el núcleo de análisis principal es la satisfacción de aprendizaje de los estudiantes. Los resultados muestran que la facilidad con la que los estudiantes reciban la clase, la metodología elegida por el docente y el material de apoyo influyen positivamente sobre el proceso de aprendizaje del estudiante. El lightboard brinda apoyo a todos estos factores de influencia siendo una herramienta útil para los docentes, igualmente en las clases virtuales es relevante que el estudiante tenga una buena conexión a Internet, suministro eléctrico estable y demás elementos que le permitan participar en todas las clases sincrónicas y desarrollar las actividades asincrónicas. Abstract: This paper analyzes the influence of a virtual classroom with a lightboard on the pedagogical impact generated in students of two synchronous engineering courses taught during the Covid 19 pandemic. A technology acceptance model analyzed the influence of the virtual classroom with lightboard, the central core of analysis being the students' learning satisfaction. The results show that the ease of receiving the lectures for students, the teacher's chosen methodology, and the support material positively influence the student's learning process. The lightboard supports all these influence factors, being a helpful tool for teachers. Also, in virtual lectures, it is relevant that the student has a good Internet connection, stable power supply, and other elements that allow him/her to participate in all synchronous lectures and develop asynchronous activities. Revelo Luna, David Armando Flórez Marulanda, Juan Fernando Virtual classroom Lightboard Teaching process Technology acceptance model Aula virtual Lightboard Proceso de enseñanza Modelo de aceptación tecnológica 20 39 Núm. 39 , Año 2023 : Tabla de contenido Revista EIA No. 39 Artículo de revista Journal article 2022-12-20 00:00:00 2022-12-20 00:00:00 2022-12-20 application/pdf Fondo Editorial EIA - Universidad EIA Revista EIA 1794-1237 2463-0950 https://revistas.eia.edu.co/index.php/reveia/article/view/1633 10.24050/reia.v20i39.1633 https://doi.org/10.24050/reia.v20i39.1633 eng https://creativecommons.org/licenses/by-nc-nd/4.0 Revista EIA - 2022 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. 3915 pp. 1 14 Acartürk, C., Coskun, M., & Emil, S. (2021). Multimodal communication in instructional settings: An investigation of the functional roles of gestures and arrows. Revista Signos, 54(107), 867–892. https://doi.org/10.4067/S0718-09342021000300867 Birdwell, J. A., & Peshkin, M. (2011.). Capturing Technical Lectures on Lightboard. http://lightboard.info. Choe, E. (2017). A case study-based primer of informal, educational, digital video best practices Optimizing Video for Learning. https://ssrn.com/abstract=2909769 Fung, F. M. (2017). Adopting Lightboard for a Chemistry Flipped Classroom to Improve Technology-Enhanced Videos for Better Learner Engagement. Journal of Chemical Education, 94(7), 956–959. https://doi.org/10.1021/acs.jchemed.7b00004 Long, J. M. (2020). Anywhere-Anytime Engineering Education In a Complete Undergraduate Program. https://www.worldcampus.psu.edu/degrees-and- Lubrick, M., Zhou, G., & Zhang, J. (2019). Is the future bright? The potential of lightboard videos for student achievement and engagement in learning. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). https://doi.org/10.29333/ejmste/108437 Matthews, G. E., & Dostal, J. (2020). Flipped Classes: An Opportunity for Low-Stakes Group Problem Solving. The Physics Teacher, 58(9), 670–672. https://doi.org/10.1119/10.0002740 McCorkle, S., & Whitener, P. (2020). The Lightboard: Expectations and Experiences. International Journal of Designs for Learning, 11(1), 75–84. https://doi.org/10.14434/ijdl.v11i1.24642 Muttappallymyalil, J., Mendis, S., Jenny John, L., Shanthakumari, N., Sreedharan, J., & Shaikh, R. B. (2016). Evolution of technology in teaching: Blackboard and beyond in Medical Education. In Nepal J Epidemiol (Vol. 6, Issue 3). www.nepjol.info/index.php/NJE Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the technology acceptance model. International Review of Research in Open and Distance Learning, 19(1), 160–185. https://doi.org/10.19173/irrodl.v19i1.2886 New Education Technology. (2021, June 26). Tu salón virtual de clase o estudio de grabación muy fácil con LightBoard [Video]. YouTube. https://www.youtube.com/watch?v=D9dRkqI6duE Raajini, X. M., Rajesh, G., Pandian, V. P. A., & Vengadesh, N. (2018). Arduino Based Smart Blackboard Wiping System (Vol. 1, Issue 1). Rogers, P. (n.d.). Using Lightboard Video Lectures to Improve Student Learning in a Flipped Classroom Environment. Rogers, P. D., & Botnaru, D. (2019). Shedding Light on Student Learning Through the Use of Lightboard Videos. International Journal for the Scholarship of Teaching and Learning, 13(3). https://doi.org/10.20429/ijsotl.2019.130306 Rosasco, N. S. (2018). Using a Lightboard to Enhance and Retrofit an Existing Course. https://docs.lib.purdue.edu/aseeil-insectionconference/2018/innov/6 S. Pal, A. Ngampornchai, & P. Moskal. (2020). Teaching Dynamics Using a Flipped Classroom Blended Approach. Asee’s Virtual Conference. Schweiker, S. S., & Levonis, S. M. (2020). A quick guide to producing a virtual chemistry course for online education. In Future Medicinal Chemistry (Vol. 12, Issue 14, pp. 1289–1291). Future Medicine Ltd. https://doi.org/10.4155/fmc-2020-0103 Schweiker, S. S., Griggs, B. K., & Levonis, S. M. (2020). Engaging Health Student in Learning Organic Chemistry Reaction Mechanisms Using Short and Snappy Lightboard Videos. Journal of Chemical Education, 97(10), 3867–3871. https://doi.org/10.1021/acs.jchemed.0c00619 Sidlauskas, B. L., Burns, M. D., Buser, T. J., Harper, N., & Kindred, M. (2021). Teaching Ichthyology Online with a Virtual Specimen Collection. Ichthyology and Herpetology, 109(2), 407–423. https://doi.org/10.1643/t2020031 Skibinski, E. S., Debenedetti, W. J. I., Ortoll-Bloch, A. G., & Hines, M. A. (2015). A Blackboard for the 21st Century: An Inexpensive Light Board Projection System for Classroom Use. Journal of Chemical Education, 92(10), 1754–1756. https://doi.org/10.1021/acs.jchemed.5b00155 Swenson, M. J., Spence, T., & Smentkowski, B. (2022). Student-led development of a lightboard to enhance future student learning. International Journal of Mechanical Engineering Education, 50(2), 253–268. https://doi.org/10.1177/03064190211026229 Ye, W. (2016). Lightboard and Chinese Language Instruction (“光板”与对外汉语教学). In Journal of Technology and Chinese Language Teaching (Vol. 7, Issue 2). http://www.tclt.us/journal/2016v7n2/ye.pdfpp.97-112 https://revistas.eia.edu.co/index.php/reveia/article/download/1633/1505 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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Revista EIA |
| title |
Impacto pedagógico durante pandemia de un aula virtual con lightboard |
| spellingShingle |
Impacto pedagógico durante pandemia de un aula virtual con lightboard Revelo Luna, David Armando Flórez Marulanda, Juan Fernando Virtual classroom Lightboard Teaching process Technology acceptance model Aula virtual Lightboard Proceso de enseñanza Modelo de aceptación tecnológica |
| title_short |
Impacto pedagógico durante pandemia de un aula virtual con lightboard |
| title_full |
Impacto pedagógico durante pandemia de un aula virtual con lightboard |
| title_fullStr |
Impacto pedagógico durante pandemia de un aula virtual con lightboard |
| title_full_unstemmed |
Impacto pedagógico durante pandemia de un aula virtual con lightboard |
| title_sort |
impacto pedagógico durante pandemia de un aula virtual con lightboard |
| title_eng |
Pedagogical impact during the pandemic of a virtual classroom with lightboard |
| description |
Resumen: El presente artículo analiza la influencia de un aula virtual con lightboard en el impacto pedagógico generado en estudiantes de dos cursos sincrónicos de ingeniería dictados durante la pandemia por Covid 19. Un modelo de aceptación tecnológica analizó la influencia del aula virtual con lightboard, el núcleo de análisis principal es la satisfacción de aprendizaje de los estudiantes. Los resultados muestran que la facilidad con la que los estudiantes reciban la clase, la metodología elegida por el docente y el material de apoyo influyen positivamente sobre el proceso de aprendizaje del estudiante. El lightboard brinda apoyo a todos estos factores de influencia siendo una herramienta útil para los docentes, igualmente en las clases virtuales es relevante que el estudiante tenga una buena conexión a Internet, suministro eléctrico estable y demás elementos que le permitan participar en todas las clases sincrónicas y desarrollar las actividades asincrónicas.
|
| description_eng |
Abstract: This paper analyzes the influence of a virtual classroom with a lightboard on the pedagogical impact generated in students of two synchronous engineering courses taught during the Covid 19 pandemic. A technology acceptance model analyzed the influence of the virtual classroom with lightboard, the central core of analysis being the students' learning satisfaction. The results show that the ease of receiving the lectures for students, the teacher's chosen methodology, and the support material positively influence the student's learning process. The lightboard supports all these influence factors, being a helpful tool for teachers. Also, in virtual lectures, it is relevant that the student has a good Internet connection, stable power supply, and other elements that allow him/her to participate in all synchronous lectures and develop asynchronous activities.
|
| author |
Revelo Luna, David Armando Flórez Marulanda, Juan Fernando |
| author_facet |
Revelo Luna, David Armando Flórez Marulanda, Juan Fernando |
| topic |
Virtual classroom Lightboard Teaching process Technology acceptance model Aula virtual Lightboard Proceso de enseñanza Modelo de aceptación tecnológica |
| topic_facet |
Virtual classroom Lightboard Teaching process Technology acceptance model Aula virtual Lightboard Proceso de enseñanza Modelo de aceptación tecnológica |
| topicspa_str_mv |
Aula virtual Lightboard Proceso de enseñanza Modelo de aceptación tecnológica |
| citationvolume |
20 |
| citationissue |
39 |
| citationedition |
Núm. 39 , Año 2023 : Tabla de contenido Revista EIA No. 39 |
| publisher |
Fondo Editorial EIA - Universidad EIA |
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Revista EIA |
| source |
https://revistas.eia.edu.co/index.php/reveia/article/view/1633 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-nd/4.0 Revista EIA - 2022 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
Acartürk, C., Coskun, M., & Emil, S. (2021). Multimodal communication in instructional settings: An investigation of the functional roles of gestures and arrows. Revista Signos, 54(107), 867–892. https://doi.org/10.4067/S0718-09342021000300867 Birdwell, J. A., & Peshkin, M. (2011.). Capturing Technical Lectures on Lightboard. http://lightboard.info. Choe, E. (2017). A case study-based primer of informal, educational, digital video best practices Optimizing Video for Learning. https://ssrn.com/abstract=2909769 Fung, F. M. (2017). Adopting Lightboard for a Chemistry Flipped Classroom to Improve Technology-Enhanced Videos for Better Learner Engagement. Journal of Chemical Education, 94(7), 956–959. https://doi.org/10.1021/acs.jchemed.7b00004 Long, J. M. (2020). Anywhere-Anytime Engineering Education In a Complete Undergraduate Program. https://www.worldcampus.psu.edu/degrees-and- Lubrick, M., Zhou, G., & Zhang, J. (2019). Is the future bright? The potential of lightboard videos for student achievement and engagement in learning. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). https://doi.org/10.29333/ejmste/108437 Matthews, G. E., & Dostal, J. (2020). Flipped Classes: An Opportunity for Low-Stakes Group Problem Solving. The Physics Teacher, 58(9), 670–672. https://doi.org/10.1119/10.0002740 McCorkle, S., & Whitener, P. (2020). The Lightboard: Expectations and Experiences. International Journal of Designs for Learning, 11(1), 75–84. https://doi.org/10.14434/ijdl.v11i1.24642 Muttappallymyalil, J., Mendis, S., Jenny John, L., Shanthakumari, N., Sreedharan, J., & Shaikh, R. B. (2016). Evolution of technology in teaching: Blackboard and beyond in Medical Education. In Nepal J Epidemiol (Vol. 6, Issue 3). www.nepjol.info/index.php/NJE Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the technology acceptance model. International Review of Research in Open and Distance Learning, 19(1), 160–185. https://doi.org/10.19173/irrodl.v19i1.2886 New Education Technology. (2021, June 26). Tu salón virtual de clase o estudio de grabación muy fácil con LightBoard [Video]. YouTube. https://www.youtube.com/watch?v=D9dRkqI6duE Raajini, X. M., Rajesh, G., Pandian, V. P. A., & Vengadesh, N. (2018). Arduino Based Smart Blackboard Wiping System (Vol. 1, Issue 1). Rogers, P. (n.d.). Using Lightboard Video Lectures to Improve Student Learning in a Flipped Classroom Environment. Rogers, P. D., & Botnaru, D. (2019). Shedding Light on Student Learning Through the Use of Lightboard Videos. International Journal for the Scholarship of Teaching and Learning, 13(3). https://doi.org/10.20429/ijsotl.2019.130306 Rosasco, N. S. (2018). Using a Lightboard to Enhance and Retrofit an Existing Course. https://docs.lib.purdue.edu/aseeil-insectionconference/2018/innov/6 S. Pal, A. Ngampornchai, & P. Moskal. (2020). Teaching Dynamics Using a Flipped Classroom Blended Approach. Asee’s Virtual Conference. Schweiker, S. S., & Levonis, S. M. (2020). A quick guide to producing a virtual chemistry course for online education. In Future Medicinal Chemistry (Vol. 12, Issue 14, pp. 1289–1291). Future Medicine Ltd. https://doi.org/10.4155/fmc-2020-0103 Schweiker, S. S., Griggs, B. K., & Levonis, S. M. (2020). Engaging Health Student in Learning Organic Chemistry Reaction Mechanisms Using Short and Snappy Lightboard Videos. Journal of Chemical Education, 97(10), 3867–3871. https://doi.org/10.1021/acs.jchemed.0c00619 Sidlauskas, B. L., Burns, M. D., Buser, T. J., Harper, N., & Kindred, M. (2021). Teaching Ichthyology Online with a Virtual Specimen Collection. Ichthyology and Herpetology, 109(2), 407–423. https://doi.org/10.1643/t2020031 Skibinski, E. S., Debenedetti, W. J. I., Ortoll-Bloch, A. G., & Hines, M. A. (2015). A Blackboard for the 21st Century: An Inexpensive Light Board Projection System for Classroom Use. Journal of Chemical Education, 92(10), 1754–1756. https://doi.org/10.1021/acs.jchemed.5b00155 Swenson, M. J., Spence, T., & Smentkowski, B. (2022). Student-led development of a lightboard to enhance future student learning. International Journal of Mechanical Engineering Education, 50(2), 253–268. https://doi.org/10.1177/03064190211026229 Ye, W. (2016). Lightboard and Chinese Language Instruction (“光板”与对外汉语教学). In Journal of Technology and Chinese Language Teaching (Vol. 7, Issue 2). http://www.tclt.us/journal/2016v7n2/ye.pdfpp.97-112 |
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