@misc{10481/63455,
year = {2020},
month = {7},
url = {http://hdl.handle.net/10481/63455},
abstract = {The redefinition of the objectives of the European Higher Education Area (EHEA) generates
novelty in the teaching design developed by universities. The constructivist perspective encourages
the use of methods that promote teamwork, an interest for information searching, autonomy and
an increased motivation for learning, among others. Currently, the acquisition of the established
curricular content receives feedback thanks to information and communication technologies (ICTs).
This research describes the implementation of an experience related to the use of teaching/learning
participatory methods with first- and second-year students in Early Childhood Education and Primary
Education bachelor’s degrees. This experience is based on flipped classrooms and role-playing
and is supported by ICTs. A questionnaire was delivered to a total of 100 individuals on their
perception of participatory methods and their assessment of the methods used for the described
experience. After performing the analysis, the conclusions showed that higher education students
considered that classroom implementation of emerging methods helped them at a theoretical, practical
and professional level as well as motivated them, which allows us to advance towards the goals
of the EHEA.},
publisher = {MDPI},
keywords = {Participatory methods},
keywords = {Higher education},
keywords = {ICT},
title = {Development and Diagnosis of a Teaching Experience Using Participatory Methods: Towards an Ecosystemic Learning in Higher Education},
doi = {doi:10.3390/su12155996},
author = {Pedrosa, Beatriz and Peña, Paz and Pina Paredes, Violeta},
}