Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

  1. Jin Su Jeong 1
  2. David González-Gómez 2
  3. Florentina Cañada-Cañada 2
  4. Alejandrina Gallego-Picó 3
  5. Juan Carlos Bravo 3
  1. 1 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  3. 3 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

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Revista:
JOTSE

ISSN: 2013-6374

Año de publicación: 2019

Volumen: 9

Número: 2

Páginas: 217-227

Tipo: Artículo

DOI: 10.3926/JOTSE.530 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: JOTSE

Resumen

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

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Información de financiación

This work was financed by Research Project EDU2016-77007-R (AEI/FEDER, UE) of the Ministry of Economy and Competitiveness of Spain

Financiadores

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