dc.creator | Palacio L.G. | spa |
dc.creator | Palacio M.G. | spa |
dc.creator | Pabon H.J.O. | spa |
dc.date.accessioned | 2017-12-19T19:36:49Z | |
dc.date.available | 2017-12-19T19:36:49Z | |
dc.date.created | 2017 | |
dc.identifier.isbn | 9789899843479 | |
dc.identifier.issn | 21660727 | |
dc.identifier.uri | http://hdl.handle.net/11407/4336 | |
dc.language.iso | spa | |
dc.publisher | IEEE Computer Society | spa |
dc.relation.isversionof | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027240372&doi=10.23919%2fCISTI.2017.7975978&partnerID=40&md5=4accdd23760d7e3b9289369fa837d347 | spa |
dc.source | Scopus | spa |
dc.title | Meaningful experiences in virtual courses of programming fundamentals for engineers [Experiencias significativas en cursos virtuales de programación para ingenieros] | spa |
dc.type | Conference Paper | eng |
dc.rights.accessrights | info:eu-repo/semantics/restrictedAccess | |
dc.contributor.affiliation | Palacio, L.G., Computer Science Engineering Department, University of Medellín, Medellín, Colombia | spa |
dc.contributor.affiliation | Palacio, M.G., Telecommunications Enginnering Department, University of Medellín, Medellín, Colombia | spa |
dc.contributor.affiliation | Pabon, H.J.O., Computer Science Engineering Department, University of Medellín, Medellín, Colombia | spa |
dc.identifier.doi | 10.23919/CISTI.2017.7975978 | |
dc.subject.keyword | Desertion | eng |
dc.subject.keyword | Motivation | eng |
dc.subject.keyword | Virtual education | eng |
dc.subject.keyword | Education | eng |
dc.subject.keyword | Information systems | eng |
dc.subject.keyword | Motivation | eng |
dc.subject.keyword | Students | eng |
dc.subject.keyword | Desertion | eng |
dc.subject.keyword | Face-to-face education | eng |
dc.subject.keyword | Higher education | eng |
dc.subject.keyword | Improve performance | eng |
dc.subject.keyword | Programming fundamentals | eng |
dc.subject.keyword | Undergraduate students | eng |
dc.subject.keyword | Virtual course | eng |
dc.subject.keyword | Virtual education | eng |
dc.subject.keyword | E-learning | eng |
dc.publisher.faculty | Facultad de Ingenierías | spa |
dc.abstract | The problems commonly associated with virtual education and the academic objectives that support higher education have not been unified in the specialized literature yet. How to achieve this unification? Through motivational strategies which achieve the success of virtual courses. These strategies must be totally different from those applied in face-to-face courses, since motivational factors in virtual education and face-to-face education are evidently different. Therefore, in this paper we propose two strategies to be used in motivating the undergraduate students, in order to improve performance in the subject of Programming Fundamentals in virtual mode. It is proved that fail rates of students decreased in groups were the motivational strategies were applied. © 2017 AISTI. | eng |
dc.creator.affiliation | Computer Science Engineering Department, University of Medellín, Medellín, Colombia | spa |
dc.creator.affiliation | Telecommunications Enginnering Department, University of Medellín, Medellín, Colombia | spa |
dc.relation.ispartofes | Iberian Conference on Information Systems and Technologies, CISTI | spa |
dc.relation.references | Scagnoli, N., (2005) Estrategias para Motivar El Aprendizaje Colaborativo en Cursos A Distancia, , unpublished | spa |
dc.relation.references | Rebollo-Catalán, M., García-Pérez, R., Barragán-Sánchez, R., Buzón-García, O., Vega-Caro, L., Las emociones en el aprendizaje online (2008) RELIEVE-Revista ELectrónica de Investigación y EValuación Educativa, 14, pp. 1-23 | spa |
dc.relation.references | Chapman, J., Rich, P., Identifying motivational styles in educational gamification (2017) Proceedings of the 50th Hawaii International Conference on System Sciences | spa |
dc.relation.references | Pekrun, R., Progress and open problems in educational emotion research (2005) Learning and Instruction, 15, pp. 497-506 | spa |
dc.relation.references | Bandura, A., (1986) Social Foundations of Thought and Action: A Social Cognitive Theory, , Prentice-Hall | spa |
dc.relation.references | González-Tablas, A., De Fuentes, J., Hernández-Ardieta, J., Hernández-Ardieta, B., Leveraging quiz-based multiple-prize web tournaments for reinforcing routine mathematical skills (2013) Educational Technology & Society, 16, pp. 28-43 | spa |
dc.relation.references | Pintrich, P.R., A conceptual framework for assessing motivation and self-regulated learning in college students (2004) Educational Psychology Review, 16, pp. 385-407 | spa |
dc.relation.references | Dornyei, Z., Motivation in action: Towards a processoriented conceptualisation of student motivation (2000) British Journal of Educational Psychology, 70, pp. 519-538 | spa |
dc.relation.references | Supo, J., (2013) Cómo Elegir Una Muestra: Técnicas para Seleccionar Una Muestra Representativa, , Createspace Independent Pub | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | |
dc.type.driver | info:eu-repo/semantics/conferenceObject | |
dc.identifier.reponame | reponame:Repositorio Institucional Universidad de Medellín | spa |
dc.identifier.instname | instname:Universidad de Medellín | spa |