[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS]. / Una experiencia educativa basada en los clickers.

Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

Una experiencia educativa basada en los clickers / An educational experience based on clickers

El aprendizaje activo o autónomo aumenta la participación del estudiante y su compromiso con los estudios, condiciones necesarias para mejorar sus resultados académicos. Se ha diseñado una intervención basada en la experiencia del uso de clickers en otras universidades, aunque sin disponer tecnología propia. Se programaron tres sesiones donde se exponían preguntas del tipo multirrespuesta sobre una materia denominada «no presencial» en la que no se imparten clases magistrales. Las respuestas se recogían en plantillas hechas en papel. Se pretendía conocer el grado de relación entre la asistencia a las sesiones y los resultados obtenidos por los estudiantes en el examen final de la asignatura, así como en las preguntas dedicadas a evaluar esa materia «no presencial». Los resultados avalan una diferencia estadísticamente significativa en las respuestas acertadas por los estudiantes según el número de sesiones a las que acudieron. Estas diferencias fueron máximas entre aquellos estudiantes que no asistieron a ninguna sesión y aquellos otros que lo hicieron a las tres sesiones proyectadas (AU)

Active learning or self-learning increases the student’s participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject «distance learning» in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the «distance learning» matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions (AU)