RT info:eu-repo/semantics/article
T1 Utilización de tarjetas IF-AT para que los alumnos profundicen en el aprendizaje de  los contenidos del curso
A1 Luna, Ana
K1 Collaborative learning, feedback, quizzes, team performance
AB The free access to online materials has changed therole of traditional lectures from being a vehicle to deliver coursecontent to providing face-to-face guidance to clarify and expandon difficult concepts. This means students instead of listeningand taking notes, participate in interactive activities that revisethe lecture’s content. Active learning strategies are seen aspositive steps towards increasing students’ engagement andlearning during class time. In particular, posting multiple-choice questions (MCQ) is a popular technique to both capturestudent attention and fix possible misconceptionsQuizzes using IF-AT cards differ from other in-class MCQapproaches such as clickers in that students work in groups, andthat they must continue to discuss a question until they find thecorrect answer. This paper reports on two different experiencesof using IF-AT cards to revise course content for (a) the secondyear Computer Systems course and (b) a first year Physicscourse. The dynamics of team collaboration and its impact ontest results is analysed for each course. Both case studies indicatethat IF-AT cards succeed in engaging students to discuss andconsolidate their knowledge. Additionally, collaborativediscussion supports soft skills development such as technicalcommunication skills.
PB IEEE
YR 2023
FD 2023
LK http://riull.ull.es/xmlui/handle/915/32844
UL http://riull.ull.es/xmlui/handle/915/32844
LA es
NO A. Luna and C. Izu, "Using IF-AT Cards to Engage Students in Deeper Learning of Course Content," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 18, no. 1, pp. 136-145, Feb. 2023, doi: 10.1109/RITA.2023.3251182
DS Repositorio institucional de la Universidad de La Laguna
RD 08-nov-2024