Exploratory Analysis of an E-Learning Course Based on Micro-Videos to Improve the Preparation of the Undergraduate Dissertation in Spanish Context

Autor/inn/en	Quintas-Hijós, Alejandro; Latre-Navarro, Lorena
Titel	Exploratory Analysis of an E-Learning Course Based on Micro-Videos to Improve the Preparation of the Undergraduate Dissertation in Spanish Context
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2186571 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quintas-Hijós, Alejandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2186571
Schlagwörter	Video Technology; Electronic Learning; Undergraduate Students; Student Research; Foreign Countries; Training; Student Attitudes; Educational Technology; Technology Uses in Education; Personal Autonomy; Student Improvement; Research Skills; Spain + Suchen Sie Ihr Suchwort? Studentenforschung; Ausland; Ausbildung; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Individuelle Autonomie; Forschungsleistung; Spanien
Abstract	The Bologna Declaration (1999) and the implementation of the European Higher Education Area have opened a new panorama of learning. In Spanish Universities, an Undergraduate Dissertation (UD) is the final step on the developmental period of undergraduate students. However, there are usually no previous subjects during the undergraduate course that prepare the skills required at the UD, especially autonomy. Therefore, there are great difficulties for students. To end this training gap, a face-to-face training course was designed, and another one based on micro-videos was designed in 2019-2020. Based on the Self-Determination Theory, the aim was to know if a training course based on micro-videos is more effective for making students feel more prepared for UD, than the face-to-face method. A quasi-experimental method has been used with a comparative approach between groups. A mixed methodological approach has developed. For exploratory data analysis, independent two-sample t-tests and Pearson's bivariate correlations were performed. An hermeneutic analysis of the content of the interviews was carried out. All the students (n = 34) in both groups showed an improvement in the preparation to successfully pass the UD. The main difference found between the two modalities of the course was the more analytical and concrete organization. Qualitatively, more perceived autonomy was found in the micro-video group. However, the results were inconclusive. A blended modality could be considered in the future, with the most flexible and aesthetic structure of micro-videos but with the advantages of face-to-face communication. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01