Abstract
INTRODUCCIO. Els estudiants repetidors d’un curs a la universitat sovint es caracteritzen per tenir no nomes un baix rendiment sino tambe una manca de motivacio i confianca en ells mateixos. METODE. En aquest estudi, analitzem l’efecte de la implementacio d’una combinacio de tres tecniques d’ensenyament innovadores (la classe inversa, l’aprenentatge basat en equips i l’avaluacio frequent amb tests) en grups d’estudiants repetidors d’alguna assignatura. Avaluem l’impacte d’aquestes noves estrategies sobre la nota final del curs utilitzant metodes econometrics. La mostra que utilitzem consta de mes d’un miler d’estudiants que repeteixen un curs en els graus d’Administracio i Direccio d’Empreses (ADE) o d’Economia de la Universitat de Barcelona. RESULTATS. Obtenim que els estudiants es beneficien de l’estudi autonom guiat, la retroaccio continuada que reben, i el treball en equip. Els guanys es reflecteixen sobretot en una nota final mes alta i en un augment en la proporcio d’estudiants que es presenten a l’examen final. Els resultats es mantenen quan es controla per edat, sexe i nota mitjana dels estudis. DISCUSSIO. Malgrat que l’estudi s’ha portat a terme a partir d’estudiants repetidors d’assignatures de teoria economica, els resultats suggereixen que la nova metodologia d’ensenyament es podria aplicar amb exit en altres arees i amb grups d’estudiants no repetidors.
Highlights
Since the adoption of innovative techniques to promote student engagement in active learning, university teaching has frequently diverged from the traditional lecture format
We evaluate the effect of implementing a combination of three innovative techniques in groups of students who are repeating a subject
The present study evaluates the results of our experience through the use of these three strategies (FC, team-based learning (TBL) and frequent testing (FT)) with students who are repeating a subject in special groups called Groups of Intensive Study (GIS) at the University of Barcelona (UB)
Summary
Since the adoption of innovative techniques to promote student engagement in active learning, university teaching has frequently diverged from the traditional lecture format. The aim of introducing such techniques in the classroom is to change study strategies by encouraging students to actively participate in the learning process. This is especially necessary for students who experience academic difficulties and are required to repeat a subject at some stage of their degree programme. Some of these students may have poor knowledge capacity or a background that hinders the learning process, while others may lack the skills and learning habits required for a successful performance in the educational setting (Kruger and Dunning, 1999; Pennebaker, Gosling and Ferrell, 2013). The aim of the present paper is to take a major step towards filling this gap in the literature
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