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Descripción
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| Although literature about problem based learning (PBL) is not scarce, there is little research on experiences about learning methodologies that combine PBL and the use of simulation tools. This lack of studies is even more notable in the case of engineering courses. The motivation for this study is to show how such a combination of PBL and simulation has been designed in a group work course for engineers and to analyze how the underlying factors of this methodology are related to perceived learning. This exploratory study focuses on how perceived enjoyment, interaction, collaborative learning, perceived satisfaction, and time dedicated to the course a¿ect the learning perceived by the students in an engineer¿s degree course. The outcomes of this pilot study show that only three of these factors (satisfaction, time dedication, and collaborative learning) a¿ect the students¿ perceived learning. Despite the high ratings obtained for interaction and perceived enjoyment, no signi¿cant relation between these factors and perceived learning was found. The reasons behind these ¿ndings are discussed. | |
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Internacional
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Si |
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JCR del ISI
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Si |
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Título de la revista
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Interactive Learning Environments |
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ISSN
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1049-4820 |
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Factor de impacto JCR
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0,707 |
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Información de impacto
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Volumen
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DOI
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10.1080/10494820.2011.554181 |
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Número de revista
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Desde la página
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1 |
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Hasta la página
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19 |
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Mes
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SIN MES |
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Ranking
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