Guided Learning Sequences as an e-Learning Enhancer During COVID-19 Emergency Conditions

Gibrán Sayeg-Sánchez; Miguel X. Rodríguez-Paz; Darinel Valencia-Marquez

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Engineering Education During the COVID-19 Pandemic
Tagged Division: Educational Research and Methods
Page Count: 10
DOI: 10.18260/1-2--37236
Permanent URL: https://peer.asee.org/37236
Download Count: 236

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Gibrán Sayeg-Sánchez Tecnologico de Monterrey

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Dr. Gibrán Sayeg-Sánchez is professor – consultant in the Science Department in Tecnologico de Monterrey, Puebla campus. He studied a PhD in Financial Science in EGADE Business School (2016), a MSc in Industrial Engineering in Tecnologico de Monterrey (2011), and a BEng in Industrial and Systems Engineering in Tecnologico de Monterrey (2006). Dr. Sayeg-Sánchez has more than 10 years of experience in teaching statistics, mathematics, and operations research; and more than 12 years of experience in Operational Excellence consulting. His current research interests are focused in educational innovation and educational technologies.

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Miguel X. Rodríguez-Paz Tecnologico de Monterrey orcid.org/0000-0002-9975-9847

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Prof. Rodríguez-Paz got his B.Sc. In Civil Engineering from Tecnologico de Oaxaca in 1993. He studied a M.Sc. In Structural Engineering at Tecnologico de Monterrey and got his Ph.D. from the University of Wales at Swansea in 2003 where he did research on Numerical Methods for Fluid Dynamics as a post-doc Research Officer. In August 2004 he joined Tecnologico de Monterrey at its Puebla Campus. He is a full professor of Applied Mechanics since 2009. His research topics include Engineering Education, Structural Dynamics and Applied Mechanics. He has been a member of the National System of Researchers (SNI) in the Mexican Council of Science and Technology. He has held several position within the School of Engineering, including Head of School and his current post as head of the department of Sustainable Technologies and Civil Engineering. He enjoys teaching Engineering in a fun way and likes to learn about Flipped Learning and Open Education. Since 2010 he is an Academic/educatational Youtuber.

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Darinel Valencia-Marquez Tecnologico de Monterrey orcid.org/0000-0001-8822-6861

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Abstract

COVID-19 19 has dramatically changed the way in which students receive and analyze information from their teachers, classes have moved from face to face sessions into synchronous virtual meetings and asynchronous homework. It is the latter where students have more time to assimilate contents and get the insight of the theoretical – practical issues of their courses. This paper explores a novel methodology of content delivery which allows the student to receive information, think about its meaning, put it into practice, and receive instantaneous feedback in order to reinforce their learning process.

A guided learning sequence is a methodology based on the guided learning approach, where the teacher directly guides the student throughout the learning process. However, being designed to be applied in asynchronous sessions, the teacher’s role is taken by a prior defined sequence of moments in a LMS:

1. Contextualization: Where the topic to be understood is related with real-life situations and a simulated problem is presented. 2. Contextualized theory: Theoretical framework of the topic within the application problem. 3. Procedural instructions: Guided step by step procedure of a similar problem to allow the student the generalization of practical issued of the topic. 4. Application: In this moment the student applies the theory received in steps 2 and 3 in the solution of the simulated problem through specific questions. 5. Feedback: Instantaneous feedback of the student’s responses is provided, explaining the reason why the answer is correct or incorrect. The methodology considers an initialization with step 1, and then steps 2 to 5 are looped such that contents are delivered in small batches. The student cannot go to the next loop until it is demonstrated mastery of step 4, application.

This methodology was implemented in a Mathematics Course during the self – isolation period caused by the pandemic, with 150 students under study. The results have shown a positive impact in the way topics are understood and retained, measured with a pre-post study design. As well, the stress level perceived by students, caused by asynchronous activities, was lower than the caused by traditional assignments.

Citation
Format

Sayeg-Sánchez, G., & Rodríguez-Paz, M. X., & Valencia-Marquez, D. (2021, July), Guided Learning Sequences as an e-Learning Enhancer During COVID-19 Emergency Conditions Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37236

TY - CPAPER
AB - COVID-19 19 has dramatically changed the way in which students receive and analyze information from their teachers, classes have moved from face to face sessions into synchronous virtual meetings and asynchronous homework. It is the latter where students have more time to assimilate contents and get the insight of the theoretical – practical issues of their courses. This paper explores a novel methodology of content delivery which allows the student to receive information, think about its meaning, put it into practice, and receive instantaneous feedback in order to reinforce their learning process.

A guided learning sequence is a methodology based on the guided learning approach, where the teacher directly guides the student throughout the learning process. However, being designed to be applied in asynchronous sessions, the teacher’s role is taken by a prior defined sequence of moments in a LMS:

1. Contextualization: Where the topic to be understood is related with real-life situations and a simulated problem is presented.
2. Contextualized theory: Theoretical framework of the topic within the application problem.
3. Procedural instructions: Guided step by step procedure of a similar problem to allow the student the generalization of practical issued of the topic.
4. Application: In this moment the student applies the theory received in steps 2 and 3 in the solution of the simulated problem through specific questions.
5. Feedback: Instantaneous feedback of the student’s responses is provided, explaining the reason why the answer is correct or incorrect.

The methodology considers an initialization with step 1, and then steps 2 to 5 are looped such that contents are delivered in small batches. The student cannot go to the next loop until it is demonstrated mastery of step 4, application.

This methodology was implemented in a Mathematics Course during the self – isolation period caused by the pandemic, with 150 students under study. The results have shown a positive impact in the way topics are understood and retained, measured with a pre-post study design. As well, the stress level perceived by students, caused by asynchronous activities, was lower than the caused by traditional assignments.
AU - Gibrán Sayeg-Sánchez
AU - Miguel X. Rodríguez-Paz
AU - Darinel Valencia-Marquez
CY - Virtual Conference
DA - 2021/07/26
PB - ASEE Conferences
TI - Guided Learning Sequences as an e-Learning Enhancer During COVID-19 Emergency Conditions
UR - https://peer.asee.org/37236
DO - 10.18260/1-2--37236
ER -