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How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

Author

Listed:
  • Rebeca Soler Costa

    (Department of Education Sciences, University of Zaragoza, 50009 Zaragoza, Spain)

  • Marta Mauri Medrano

    (Department of Education Sciences, University of Zaragoza, 50009 Zaragoza, Spain)

  • Pablo Lafarga Ostáriz

    (Department of Education Sciences, University of Zaragoza, 50009 Zaragoza, Spain)

  • Antonio-José Moreno-Guerrero

    (Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain)

Abstract

Today, pedagogical proposals are increasingly moving away from purely traditional approaches, with a proliferation of active methodologies in the teaching–learning processes. This research aims to find out the effectiveness of the collaborative method in mobile learning, as opposed to traditional methodology, for university students in the learning of the didactic program. The research methodology is quantitative, applying a quasi-experimental design with a control group and experimental group. The results show that the collaborative learning teaching method associated with mobile learning mainly increases motivation, the relationships between teachers and students, the relationships between students and content, the relationships between students and students, autonomy in learning, pedagogical collaboration between students, problem-solving, and the sense of time in the training process. It is concluded that the collaborative learning method associated with mobile learning is more effective for learning didactic programming than the traditional method.

Suggested Citation

  • Rebeca Soler Costa & Marta Mauri Medrano & Pablo Lafarga Ostáriz & Antonio-José Moreno-Guerrero, 2020. "How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices," Sustainability, MDPI, vol. 12(9), pages 1-17, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3755-:d:354337
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    References listed on IDEAS

    as
    1. Santiago Pozo Sánchez & Jesús López Belmonte & Antonio José Moreno Guerrero & Juan Antonio López Núñez, 2019. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching," Sustainability, MDPI, vol. 11(21), pages 1-15, October.
    2. Antonio-José Moreno-Guerrero & Carmen Rodríguez-Jiménez & Gerardo Gómez-García & Magdalena Ramos Navas-Parejo, 2020. "Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training," Sustainability, MDPI, vol. 12(6), pages 1-14, March.
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