Advertisement

Google Classroom as a Blended Learning and M-learning Strategy for Training Representatives of the Student Federation of the Salesian Polytechnic University (Guayaquil, Ecuador)

Conference paper
  • 164 Downloads
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1273)

Abstract

This paper presents a new way of training youth aspiring to participate in the Salesian Polytechnic University (Guayaquil, Ecuador) (UPS-Guayaquil) Student Federation (FEUPS), proposing specific content for each federation position using blended learning and M-learning strategies with the help of Google Classroom. The methodology uses technologies that combine both classroom and distance learning activities, supported by the infrastructure of Google’s online platform, and allows the Salesian Polytechnic University’s current Student Federation to participate in efficient, accessible, timely and responsible learning; the use of technologies increases participants comfort and mobility as well as improving their time management. Collaborative applications permit real time access to information. Course planning is conducted according to the objectives of the FEUPS and the effectiveness of course implementation is documented through the verification of obtained knowledge. As the study shows, participants are highly satisfied with the innovative methodology used to implement the course. This study opens the possibility of uniting learning strategies for training through a combination of methodologies suitable for each intended purpose.

Keywords

Blended learning Computer-supported collaborative learning M-learning 

Notes

Acknowledgements

We thank the Salesian Polytechnic University for allowing us to conduct this study in its Guayaquil branch of the university; the team of youth aspiring to participate in the FEUPS; the members of the innovation in education group GIETICEA and of the research group GIEACI (https://gieaci.blog.ups.edu.ec/) for their unconditional support while conducting this study.

References

  1. 1.
    Andrew, M.: Collaborating online with four different Google apps: benefits to learning and usefulness for future work. J. Asia TEFL. 16, 1268–1288 (2019).  https://doi.org/10.18823/asiatefl.2019.16.4.13.1268CrossRefGoogle Scholar
  2. 2.
    Cheung, S.K.S., Wang, F.L.: Blended learning in practice: guest editorial. J. Comput. High. Educ. 31, 229–232 (2019).  https://doi.org/10.1007/s12528-019-09229-8CrossRefGoogle Scholar
  3. 3.
    Hrastinski, S.: What do we mean by blended learning? TechTrends. 63, 564–569 (2019).  https://doi.org/10.1007/s11528-019-00375-5CrossRefGoogle Scholar
  4. 4.
    Bringle, R.G., Clayton, P.H.: Integrating service learning and digital technologies: examining the challenge and the promise. RIED. Rev. Iberoam. Educ. a Distancia. 23 (2020). https://doi.org/10.5944/ried.23.1.25386
  5. 5.
    Llerena, J., Mendez, A., Sanchez, F.: Analysis of the factors that condition the implementation of a backhaul transport network in a wireless ISP in an unlicensed 5 GHz band, in the Los Tubos sector of the Durán Canton. In: Proceedings - 2019 International Conference on Information Systems and Computer Science (INCISCOS 2019), pp. 15–22. Institute of Electrical and Electronics Engineers Inc. (2019). https://doi.org/10.1109/INCISCOS49368.2019.00012
  6. 6.
    Soeiro, A., Poças Martins, J., Zavrski, I., Theodossiou, N., Meszaros, P., Sidani, A.: CSETIR—construction safety with education and training using immersive reality. In: Presented at the (2020). https://doi.org/10.1007/978-3-030-41486-3_6
  7. 7.
    Llerena, J., Andina, M., Grijalva, J.: Mobile application to promote the Malecón 2000 tourism using augmented reality and geolocation. In: Proceedings - 3rd International Conference on Information Systems and Computer Science (INCISCOS 2018) (2018). https://doi.org/10.1109/INCISCOS.2018.00038
  8. 8.
    Llerena-Izquierdo, J., Cedeño-Gonzabay, L.: Photogrammetry and augmented reality to promote the religious cultural heritage of San Pedro Cathedral in Guayaquil, Ecuador. In: Presented at the, 3 December 2020. https://doi.org/10.1007/978-3-030-42520-3_47
  9. 9.
    Olelewe, C.J., Agomuo, E.E., Obichukwu, P.U.: Effects of B-learning and F2F on college students’ engagement and retention in QBASIC programming. Educ. Inf. Technol. 24, 2701–2726 (2019).  https://doi.org/10.1007/s10639-019-09882-7CrossRefGoogle Scholar
  10. 10.
    Malik, S.I., Mathew, R., Al-Nuaimi, R., Al-Sideiri, A., Coldwell-Neilson, J.: Learsning problem solving skills: comparison of E-learning and M-learning in an introductory programming course Educ. Inf. Technol. 24, 2779–2796 (2019).  https://doi.org/10.1007/s10639-019-09896-1CrossRefGoogle Scholar
  11. 11.
    Izquierdo, J.L., Alfonso, M.R., Zambrano, M.A., Segovia, J.G.: Aplicación móvil para fortalecer el aprendizaje de ajedrez en estudiantes de escuela utilizando realidad aumentada y m-learning. Rev. Ibérica Sist. e Tecnol. Informação. E22, 120–133 (2019)Google Scholar
  12. 12.
    Thomas, C.E.: Teacher and student experiences in learning. Pac. J. Technol. Enhanc. Learn. 2, 3 (2019).  https://doi.org/10.24135/pjtel.v2i1.21CrossRefGoogle Scholar
  13. 13.
    Rosita, N., Saun, S., Mairi, S.: Google classroom for hybrid learning in senior high school. J. Learn. Teach. Digit. Age. 5, 35–41 (2020)Google Scholar
  14. 14.
    Singh, H., Miah, S.J.: Design of a mobile-based learning management system for incorporating employment demands: case context of an Australian University. Educ. Inf. Technol. 24, 995–1014 (2019).  https://doi.org/10.1007/s10639-018-9816-1CrossRefGoogle Scholar
  15. 15.
    García, A., Vidal, E.: A B-learning/M-learning experience as support for improving the capabilities of the English area for engineering students. In: Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology. Latin American and Caribbean Consortium of Engineering Institutions (2019). https://doi.org/10.18687/LACCEI2019.1.1.30
  16. 16.
    Ata, R., Cevik, M.: Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: a mixed study. Educ. Inf. Technol. 24, 1351–1377 (2019).  https://doi.org/10.1007/s10639-018-9835-yCrossRefGoogle Scholar

Copyright information

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

Authors and Affiliations

  1. 1.Salesian Polytechnic UniversityGuayaquilEcuador

Personalised recommendations