July 26, 2021
July 26, 2021
July 19, 2022
Educational Research and Methods
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.
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. https://peer.asee.org/37236
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015