Learning by Teaching
Creation of Tutorials in the Field of Vocational Training
Bibliographic Data
| ID | 20296106 |
|---|---|
| Authors | Isaac Lozano-Osorio (0000-0002-2608-8464, Universidad Rey Juan Carlos), Sonia Ruiz-Olmedilla (0009-0009-5033-4782, Universidad Rey Juan Carlos), Diana Pérez-Marín (0000-0003-3390-0251, Universidad Rey Juan Carlos), Maximiliano Paredes-Velasco (0000-0002-4555-3771, Universidad Rey Juan Carlos) |
| Year | 2024 |
| Volume | 67 |
| Issue | 4 |
| Pages | 602-609 |
| Publication date | 2024-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IEEE Transactions on Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2024.3387336 |
| OpenAlex | W4396240084 |
| Language | EN |
| References cited | 37 |
Contribution: A methodology based on the learning by teaching approach facilitated by a mobile learning tool for creating tutorials. A study of the impact this methodology has had on the emotional well-being of students and its correlation with academic performance has also been carried out. Background: Insufficient resources and the absence of targeted teaching methods for technical content in vocational training may impact academic outcomes and lead to student demotivation. Previous studies indicate that employing active group methodologies contributes to the improvement of educational quality and positively influences the emotional well-being of students. Intended Outcomes: Improved academic performance, motivation levels, and collaborative work among peers, particularly within vocational training cycles. Application Design: A quasi-experimental design with a pre–post assessment of knowledge and emotional states. The study was carried out with 131 vocational training students, with one group following a conventional master class methodology that used practical activities, and another group following the learning by teaching methodology, where students created explanatory tutorials for their peers using a mobile application. Findings: Students who followed the proposed methodology significantly improved learning results compared to those who followed the traditional methodology. This improvement was evident both at the end of the experience and in the final evaluation of the course. Moreover, results revealed that the emotions of enjoyment and pride at the end of the learning process positively correlated with the acquisition of knowledge and that this correlation was more pronounced within the cohort that followed the learning by teaching methodology
Engineering management · Field (mathematics) · Mathematics education · Pedagogy · Physics · Training (meteorology) · Vocational education · Computer Science · Engineering · Higher Education Learning Practices · Innovative Teaching and Learning Methods · Mathematics · Psychology · Student Assessment and Feedback
Test-Enhanced Learning
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
Understanding Tutor Learning
User's guide to correlation coefficients
The Control-Value Theory of Achievement Emotions
Student-Generated Teaching Materials
Vocational education and training in Spain
Uso de los dispositivos móviles en educación superior
I explain, therefore I learn
A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education
Analyzing the nexus of higher education and vocational training in Europe
| Citation velocity | historical |
|---|---|
| Highly cited | No |