Exploratory analysis of an e-learning course based on micro-videos to improve the preparation of the undergraduate dissertation in Spanish context

Abstract

The Bologna Declaration (1999) and the implementation of the European Higher Education Area have opened a new panorama of learning. In Spanish Universities, an Undergraduate Dissertation (UD) is the final step on the developmental period of undergraduate students. However, there are usually no previous subjects during the undergraduate course that prepare the skills required at the UD, especially autonomy. Therefore, there are great difficulties for students. To end this training gap, a face-to-face training course was designed, and another one based on micro-videos was designed in 2019–2020. Based on the Self-Determination Theory, the aim was to know if a training course based on micro-videos is more effective for making students feel more prepared for UD, than the face-to-face method. A quasi-experimental method has been used with a comparative approach between groups. A mixed methodological approach has developed. For exploratory data analysis, independent two-sample t-tests and Pearson’s bivariate correlations were performed. An hermeneutic analysis of the content of the interviews was carried out. All the students (n = 34) in both groups showed an improvement in the preparation to successfully pass the UD. The main difference found between the two modalities of the course was the more analytical and concrete organization. Qualitatively, more perceived autonomy was found in the micro-video group. However, the results were inconclusive. A blended modality could be considered in the future, with the most flexible and aesthetic structure of micro-videos but with the advantages of face-to-face communication.