Flip your classroom: Reach every student in every class every day

The Control of EducationBy John Vaizey. Pp. 263. (London: Faber and Faber, 1963.) 30s.

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Economics of Education

The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.

iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets

The "online brain": how the Internet may be changing our cognition

Resumen es: Este trabajo analiza la Direccion Escolar como factor de eficacia y cambio en la realidad chilena, ofreciendo, en primer lugar, una vision panoramica del...

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REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group-traditional; experimental groups-escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

https://www.mdpi.com/1660-4601/17/7/2224/pdf

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education. The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed. The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular. It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.

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STEAM in education: a bibliometric analysis of performance and co-words in Web of Science

COVID-19 has produced a transformation in society that has, in turn, influenced the field of education. The purpose of this study was to analyze the influence of COVID-19 on education using the Web of Science database. A methodology based on bibliometrics was used. Specifically, a scientific mapping of the literature was carried out, as well as a co-word analysis on the state of the question. The analysis included 940 publications. The results show that the institution with the highest volume of production in this field is the University of London. Among the journals, the Journal of Chemical Education stands out. Furthermore, in the analysis of the structural and thematic development of co-words, a high percentage of keyword matching was observed. In 2020, the motor themes were mental-health, organic-chemistry, general-public, first-year-undergraduate, and upper-division-undergraduate, while in 2021, they were autism-spectrum-disorder, adoption, internet, and intervention. It can be concluded that investigation into COVID-19 in the educational field is in its initial process. The research is currently mainly oriented to pedagogical methods, especially e-learning or collaborative learning, although they are not the only trends in this field. Research is also focusing on mental health, students with various disorders, and higher education. In the near future, research on COVID-19 in the field of education will probably be oriented to the application of effective pedagogical methods to train students at various educational stages.

COVID-19 in the Field of Education: State of the Art

Information and communication technologies (ICT) is a major element of today's society with great potential that can offer both advantages and disadvantages. Addiction to the Internet and social networks is a growing problem in all age groups. Education is the context in which to work and train in the correct use of these media. The objective of the study focuses on knowing the scientific production and the performance of the concepts "addiction" and "internet" (ADIN). A bibliometric methodology complemented with the scientific mapping technique was followed. Different processes related to the quantification, analysis, evaluation, and estimation of scientific documents were carried out. The literature was analyzed by specific programs such as SciMAT, Analyze Results, and Creation Citation Report. The unit of analysis was specified in 5644 scientific publications extracted from Web of Science (WoS), belonging to the period of years between 1996 and 2019. The results showed that the evolution in the study of the addiction to the Internet is constant and continuous, with articles in English being the most used means to present the information on the part of the investigators. In addition, the subject of study was based on time, given that the coincidence of key words between the periods analyzed was high. In conclusion, the importance of promoting healthy living habits that include responsible use of the Internet are discussed.

https://www.mdpi.com/1660-4601/17/8/2753/pdf

Internet Addiction in the Web of Science Database: A Review of the Literature with Scientific Mapping.

Water literacy has become a fundamental aspect in today’s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.

https://www.mdpi.com/2073-4441/12/2/574/pdf

Jesús López-Belmonte

Papers

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

STEAM in education: a bibliometric analysis of performance and co-words in Web of Science

COVID-19 in the Field of Education: State of the Art

Internet Addiction in the Web of Science Database: A Review of the Literature with Scientific Mapping.

Flipped Learning Approach as Educational Innovation in Water Literacy