Aprendizaje activo y aprendizaje cooperativo para la enseñanza de un curso de fundamentos de programación

A didactic strategy was designed for teaching a first programming course in an online learning environment. Individual and cooperative activities oriented towards the development of programming skills and the development of computational thinking were designed using open-access technological tools a...

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Bibliographic Details
Published in:RISTI : Revista Ibérica de Sistemas e Tecnologias de Informação 2023-07 (E59), p.64-77
Main Authors: Laura-Ochoa, Leticia, Bedregal-Alpaca, Norka, Delgado-Barra, Lucy, Guevara, Karim
Format: Article
Language:Spanish
Subjects:
Active learning
COVID-19
Distance learning
Problem solving
Programming
Programming environments
Skills
Online Access:Get full text
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Summary:A didactic strategy was designed for teaching a first programming course in an online learning environment. Individual and cooperative activities oriented towards the development of programming skills and the development of computational thinking were designed using open-access technological tools and block-based programming environments. The results show that active learning based on problem solving, cooperation and the use of programming environments and online accessible technological tools allowed the understanding of computational concepts, active participation of students, improvement of computational thinking and programming skills. Berssanette y de Francisco (2021) señalan que la motivación es importante para el éxito en todo proceso de aprendizaje; pero, Kaddoura y Al Husseiny (2021) consideran que se requiere mayor esfuerzo para atraer el interés de los estudiantes en un entorno de aprendizaje en línea por lo que es importante cambiar los estilos de enseñanza en la educación superior que permitan la interacción y participación de los estudiantes. Encontraron una mayor aceptación de los estudiantes sobre el uso de técnicas de aprendizaje activo, el cual ha permitido aumentar su motivación y mejorar su experiencia y resultados de aprendizaje.
ISSN:1646-9895