recognition of an optimal study modality in a continuous education program in mexico
TRANSCRIPT
RECOGNITION OF AN OPTIMAL STUDY MODALITY IN A CONTINUOUS EDUCATION PROGRAM IN MEXICO
Adriana-Irene Carrillo-RosasCentro Regional de Formación Docente e Investigación
Educativa del Estado de Sonora
Leonardo-David Glasserman-MoralesTecnológico de Monterrey
Salamanca, Spain. November 2016
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
FRAMEWORK
The Diploma course called “Enriched learning environments: Extended classroom (ELEEC)”, is an educational program for professional development of pre-service and in-service teachers who work at any level of education, from infant or preschool level to post doctorate level. This diploma program is taught at Centro Regional de Formación Docente e Investigación Educativa del Estado de Sonora (CRFDIES).
ELEEC’s main objective is to “develop in the participants abilities and skills that will allow them to incorporate the use of Information and Communication Technologies (ICTs) in their teaching practice through socialization and collaborative learning”
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
OBJECTIVE
It is intended to know which has been the most effective study modality and, accordingly, to be able to make future decisions in what regards to the program. The research question that guided this research is: Which of the study modalities used to teach “Enriched learning environments: Extended classroom” is considered to be the most effective, according to the students and instructors involved in the course?
Figure 1. Enriched learning environments students.
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
METHOD
For the implementation of this project, a mixed methodology was used with a parallel design (Tashakkori y Teddlie, 2006) consisting of two qualitative-quantitative stages. The first stage of the project was quantitative with an explanatory design (MacMillan,2012) where a questionnaire was applied, regarding the perceived program’s quality, as well as the quality of the instructors, and the tools used. The second stage was a case study (Stake, 2005; Yin 2003) in which a data collection was obtained through non-participatory observation, and through focus groups. The categories to investigate were: a) Study modality impact, b) Impact of the program and c) Consistency among the different study modalities and the curriculum.
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
STUDY PARTICIPANTS
Study mode Cohort
Students who responded the instrument
In-person classFirst 16
Second 44
e-learningFirst 6
Second 15
b-learning
Third 30Fourth
26Fifth 19
Table 1. Number of students who participated in the study.
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
TECHNIQUES AND INSTRUMENTSThe questionnaire used was validated by experts. A pilot study was performed with the first cohort of students, spearing the questionnaire with around 15 test items less. The final instrument has 32 test items that cover the following topics: the instructor, the learning platform, the tools used, the instructional design, and the curriculum. Moreover, items about the program contents were used for the present study.
Regarding the focus groups, they took place by the time each of the cohort were done with their lessons. The questions were targeted in order to know the students’ perspective (Beck, Bryman y Futing, 2004; Gutiérrez, s.f.) respecting to the use of the learning platform, the program limitations, evaluation, resources, tutoring, and companionship.
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
RESEARCH FINDINGS -STUDY MODALITY IMPACT
Study modality
Cumulative efficiency
percentage SD
In-person class 0.68666667 0.06599663e-learning 0.55 0.07071068b-learning 0.83992557 0.04371888
Table 2. Outline of the descriptive statistics of students who finished the course under the different study modalities.
RESEARCH FINDINGS -IMPACT OF THE PROGRAM
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Impact on practice
Figure 2. Impact of the program on the participants’ teaching practice.
RESEARCH FINDINGS -CONSISTENCY AMONG THE DIFFERENT STUDY MODALITIES AND CURRICULUM
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Consistency between the program and the modality
Figure 3. Consistency between the program and the modality.
OVERVIEW
FrameworkObjectiveMethodStudy participantsTechniques and instrumentsResearch findingsConclusions
CONCLUSIONS
After having conducted a research process, it was possible to identify which of the study modalities was most adequate to be applied to the ELEEC diploma course.
Results showed coherence when indicating that blended-learning study modality is the one that best adapted the needs of the professional and personal development of the participants.
Clearly, the information gathered supports decision making for future educational programs at the Centro Regional de Formación Docente e Investigación Educativa del Estado de Sonora.
THANK YOU!
Adriana-Irene Carrillo-Rosas(Correspondant author)
Leonardo-David Glasserman-MoralesTwitter: @glasserman