Course design process in a technology-enhanced learning environment

•An analysis of a course of “Citizenship and Technology” is carried out to detect areas of opportunity in the teaching process.•This manuscript describes a methodology to generate evidence of competence development during a mixed-model scheme course.•A method of analysis of a course class dynamic fo...

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Bibliographic Details
Published in:Computers & electrical engineering 2021-07, Vol.93, p.107263, Article 107263
Main Authors: Smith, Cintia, Onofre-Martínez, Karina, Contrino, Monica F., Membrillo-Hernández, Jorge
Format: Article
Language:English
Subjects:
Design-based research
Educational innovation
Evaluation
Higher education
Hybrid course
Impact analysis
Students
Tec21 Model
Technology-enhanced learning environments
Undergraduate study
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Summary:•An analysis of a course of “Citizenship and Technology” is carried out to detect areas of opportunity in the teaching process.•This manuscript describes a methodology to generate evidence of competence development during a mixed-model scheme course.•A method of analysis of a course class dynamic for the correct teaching process is presented. This manuscript reports on the design strategy of a "Citizenship and Technology" course for undergraduate students under the new Tec21 Educational Model. The design was proposed in a mixed-model scheme. One model incorporated face-to-face sessions in Remote Interaction Rooms through the Zoom Rooms application, and the second model involved the use of didactic strategies using Information and Communication Technologies. After the first implementation, we detected areas of opportunity that signaled the need of making important adjustments in the activities design. These adjustments are needed for four main goals: generate evidence of competence development; make adjustments to class dynamics for the correct teaching process, simplification of the evaluation mechanisms and reconceptualization of special guests profile. The data collection was carried out through partial surveys and course grades. We analyzed the impact of these adjustments on the assessment of the evaluation by the students to the class and the teaching team. [Display omitted]
ISSN:0045-7906
1879-0755
DOI:10.1016/j.compeleceng.2021.107263