Problem-Based Learning and Other Active Methodologies as Support for Distance Teaching during the COVID-19 Pandemic

Autor/inn/en	Arcos-Alonso, Asier; Arcos Alonso, Ander
Titel	Problem-Based Learning and Other Active Methodologies as Support for Distance Teaching during the COVID-19 Pandemic
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 1, S.277-287 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arcos-Alonso, Asier) ORCID (Arcos Alonso, Ander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Problem Based Learning; Cooperative Learning; Active Learning; Distance Education; COVID-19; Pandemics; Competency Based Education; Instructional Effectiveness; Statistics Education; Business Administration Education; Economics Education; Social Values; Values Education; Undergraduate Students; Technology Integration; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Aktives Lernen; Distance study; Distance learning; Fernunterricht; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Unterrichtserfolg; Wirtschaftskunde; Sozialer Wert; Werterziehung; Ausland; Spanien
Abstract	This manuscript presents an innovative experience in the teaching-learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject 'Statistics Applied to Business' in the bachelor's degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching-learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01