New Approach for Virtual Master's Final Projects: Didactic Guidelines for Students and Tutors.
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| Title: | New Approach for Virtual Master's Final Projects: Didactic Guidelines for Students and Tutors. |
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| Authors: | Cabrera, Nati1 ncabrera@uoc.edu, Rodera, Ana1 arodera@uoc.edu, Guitert, Montse1 mguitert@uoc.edu |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2012, p71-79. 9p. |
| Subject Terms: | *Virtual classrooms, *Didactic method (Teaching method), *Courseware, *Academic achievement, *Multimedia systems in education |
| Abstract: | Today, in Master's programs, there is the need for scenarios that encourage holistic assessment of knowledge and skills achieved by students to be more integrated and applied. In this sense, we believe that the Master's Final Project (MFP) could be a key strategy when developing knowledge, skills and abilities, as it allows the combination of diverse understanding and its explanation. At the same time, the MFP provides specific evidence of student achievement , which will help skills development, such as its accreditation. The project we are presenting, called "Developing and Evaluating Competences through the Master's Final Project", aims to identify and evaluate key elements that facilitate the student's skills development through the MFP, when it is carried out and assessed completely in a virtual learning environment. Our goal is to propose an MFP methodological model for virtual learning environments, by developing three specific tools to guide both teachers and students throughout the process. These are: A multimedia guide for students, for developing a MFP in a virtual learning environment A multimedia guide for tutors, for MFP mentoring and assessment Methodological guidelines for MFP virtual defense This project conducts empirical research, from a qualitative perspective. However, we have integrated both quantitative and qualitative tools and strategies. The research project focuses on three fields of knowledge: Education, IT and Social Sciences. The research techniques used so far have been as follows: Documentary analysis: We have analyzed the documentation from three MFPs (teaching plans, activities, monitoring, feedback, assessment criteria, etc.) Group interviews: We have carried out three group interviews with different faculties and MFP coordinators from all three fields of knowledge Although there have been some face-to-face meetings, most of the research process has been carried out through Web 2.0, taking advantage of the opportunities offered by this environment. This makes it easy to be flexible about the scope and the depth of a team member's participation. As we have not finished the research project yet, the results that we present in this article are preliminary and partial, although they are a significant first step. The results focus on the identification of the key aspects of the virtual MFP process for developing and assessing student's competences. When we know the opinion of tutors and students, by analyzing the questionnaires, we will review the current proposal and complete it, in order to fit it to students and tutors expectations and needs. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Today, in Master's programs, there is the need for scenarios that encourage holistic assessment of knowledge and skills achieved by students to be more integrated and applied. In this sense, we believe that the Master's Final Project (MFP) could be a key strategy when developing knowledge, skills and abilities, as it allows the combination of diverse understanding and its explanation. At the same time, the MFP provides specific evidence of student achievement , which will help skills development, such as its accreditation. The project we are presenting, called "Developing and Evaluating Competences through the Master's Final Project", aims to identify and evaluate key elements that facilitate the student's skills development through the MFP, when it is carried out and assessed completely in a virtual learning environment. Our goal is to propose an MFP methodological model for virtual learning environments, by developing three specific tools to guide both teachers and students throughout the process. These are: A multimedia guide for students, for developing a MFP in a virtual learning environment A multimedia guide for tutors, for MFP mentoring and assessment Methodological guidelines for MFP virtual defense This project conducts empirical research, from a qualitative perspective. However, we have integrated both quantitative and qualitative tools and strategies. The research project focuses on three fields of knowledge: Education, IT and Social Sciences. The research techniques used so far have been as follows: Documentary analysis: We have analyzed the documentation from three MFPs (teaching plans, activities, monitoring, feedback, assessment criteria, etc.) Group interviews: We have carried out three group interviews with different faculties and MFP coordinators from all three fields of knowledge Although there have been some face-to-face meetings, most of the research process has been carried out through Web 2.0, taking advantage of the opportunities offered by this environment. This makes it easy to be flexible about the scope and the depth of a team member's participation. As we have not finished the research project yet, the results that we present in this article are preliminary and partial, although they are a significant first step. The results focus on the identification of the key aspects of the virtual MFP process for developing and assessing student's competences. When we know the opinion of tutors and students, by analyzing the questionnaires, we will review the current proposal and complete it, in order to fit it to students and tutors expectations and needs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 20488637 |
