ABSTRACT
Quality academic training at the different educational levels enhances students' meaningful learning. Due to new requirements of the Covid 19 pandemic, education started to rely more on the use of information and communication technologies. This research article aims to describe and analyze the contribution of the 'flipped classroom' model in the meaningful learning of mathematics through the use and design of web 3.0 digital tools. The methodology implemented was experimental - exploratory research, through a structured questionnaire of 17 questions on the Likert scale, which was validated using Cronbach's alpha statistic with a result of 0.846. The TAM model was applied to measure the acceptance of digital resources in virtual learning and the ADDIE methodology was used in the design and application of the 3.0 technological tools for eighth-grade students of basic general education. The contrast of the hypothesis was made by the statistical test of KolmogorovSmirnov for a sample, where a value less than 0.05 was obtained. Therefore, the results proved that the flipped classroom model contributes to the meaningful learning of mathematics, allowing greater development of 30 students in their daily educational activities. In addition, there was an increase in the frequency of the use of digital documents, multimedia resources, and especially web 3.0 resources developed by the teacher to improve virtual teaching, which enhanced optimal and flexible learning within a social setting. © 2022 IEEE.
ABSTRACT
This research project tries to investigate the influence of the Moth stories in the development of the speaking English skill. This is an experimental representation of the learning in form of storytelling method. This study had the participation of 39 students from the second semester “A” of Pedagogía de los Idiomas Nacionales y Extranjeros program at Technical University of Ambato. The whole experimental group (EG) was allowed to use online resources such as stories taken from The Moth web page to practice and complete some speaking tasks. To assess the speaking skill, a mock-up Key English Test (KET) speaking part was used as a pre and post-test. The speaking criteria were stated in the rubric provided by Cambridge which consisted of Grammar and Vocabulary, Pronunciation and Interactive Communication. The experiment was designed with the use of with the use of online stories according to student’s age and needs and obviously taking into consideration the COVID-19 pandemic. In order to analyze the experimental data that were represented in the paper, the SPSS program was used to apply a T-Student test. To conclude, the results showed that online stories taken from The Moth web page had positive effects on the development of the students’ speaking skill. Its interface, resource, structure, and methodology were engaging for students so they improved mainly the pronunciation and its branches which are the intelligibility, word-stress, intonation and phonological features. Thus, the positive effects of using online storytelling strategies were obvious in this research. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.