Learning by Teaching: Creation of Tutorials in the Field of Vocational Training
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| Názov: | Learning by Teaching: Creation of Tutorials in the Field of Vocational Training |
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| Jazyk: | English |
| Autori: | Isaac Lozano-Osorio (ORCID |
| Zdroj: | IEEE Transactions on Education. 2024 67(4):602-609. |
| Dostupnosť: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Počet strán: | 8 |
| Dátum vydania: | 2024 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Descriptors: | Tutorial Programs, Vocational Education, Learning Processes, Outcomes of Education, Knowledge Level, Psychological Patterns, Learning Activities, Handheld Devices, Telecommunications, Computer Oriented Programs, Student Projects, Positive Attitudes, Correlation, Student Welfare |
| DOI: | 10.1109/TE.2024.3387336 |
| ISSN: | 0018-9359 1557-9638 |
| Abstrakt: | Contribution: A methodology based on the learning by teaching approach facilitated by a mobile learning tool for creating tutorials. A study of the impact this methodology has had on the emotional well-being of students and its correlation with academic performance has also been carried out. Background: Insufficient resources and the absence of targeted teaching methods for technical content in vocational training may impact academic outcomes and lead to student demotivation. Previous studies indicate that employing active group methodologies contributes to the improvement of educational quality and positively influences the emotional well-being of students. Intended Outcomes: Improved academic performance, motivation levels, and collaborative work among peers, particularly within vocational training cycles. Application Design: A quasi-experimental design with a pre-post assessment of knowledge and emotional states. The study was carried out with 131 vocational training students, with one group following a conventional master class methodology that used practical activities, and another group following the learning by teaching methodology, where students created explanatory tutorials for their peers using a mobile application. Findings: Students who followed the proposed methodology significantly improved learning results compared to those who followed the traditional methodology. This improvement was evident both at the end of the experience and in the final evaluation of the course. Moreover, results revealed that the emotions of enjoyment and pride at the end of the learning process positively correlated with the acquisition of knowledge and that this correlation was more pronounced within the cohort that followed the learning by teaching methodology. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Prístupové číslo: | EJ1434624 |
| Databáza: | ERIC |
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Nájsť tento článok vo Web of Science | Abstrakt: | Contribution: A methodology based on the learning by teaching approach facilitated by a mobile learning tool for creating tutorials. A study of the impact this methodology has had on the emotional well-being of students and its correlation with academic performance has also been carried out. Background: Insufficient resources and the absence of targeted teaching methods for technical content in vocational training may impact academic outcomes and lead to student demotivation. Previous studies indicate that employing active group methodologies contributes to the improvement of educational quality and positively influences the emotional well-being of students. Intended Outcomes: Improved academic performance, motivation levels, and collaborative work among peers, particularly within vocational training cycles. Application Design: A quasi-experimental design with a pre-post assessment of knowledge and emotional states. The study was carried out with 131 vocational training students, with one group following a conventional master class methodology that used practical activities, and another group following the learning by teaching methodology, where students created explanatory tutorials for their peers using a mobile application. Findings: Students who followed the proposed methodology significantly improved learning results compared to those who followed the traditional methodology. This improvement was evident both at the end of the experience and in the final evaluation of the course. Moreover, results revealed that the emotions of enjoyment and pride at the end of the learning process positively correlated with the acquisition of knowledge and that this correlation was more pronounced within the cohort that followed the learning by teaching methodology. |
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| ISSN: | 0018-9359 1557-9638 |
| DOI: | 10.1109/TE.2024.3387336 |