Effects of Active Learning Methodologies on the Students' Emotions, Self-Efficacy Beliefs and Learning Outcomes in a Science Distance Learning Course

Autor/inn/en	Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina; Gallego-Picó, Alejandrina; Bravo, Juan Carlos
Titel	Effects of Active Learning Methodologies on the Students' Emotions, Self-Efficacy Beliefs and Learning Outcomes in a Science Distance Learning Course
Quelle	In: Journal of Technology and Science Education, 9 (2019) 2, S.217-227 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jeong, Jin Su) ORCID (González-Gómez, David) ORCID (Cañada-Cañada, Florentina) ORCID (Gallego-Picó, Alejandrina) ORCID (Bravo, Juan Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Active Learning; Psychological Patterns; Self Efficacy; Student Attitudes; Beliefs; Outcomes of Education; Science Instruction; Distance Education; Foreign Countries; College Science; Experimental Groups; Control Groups; Undergraduate Students; Learning Motivation; Student Motivation; Spain (Madrid) + Suchen Sie Ihr Suchwort? Aktives Lernen; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Belief; Glaube; Lernleistung; Schulerfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Distance study; Distance learning; Fernunterricht; Ausland; Motivation for studies; Lernmotivation; Schulische Motivation
Abstract	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 better learning outcomes were achieved by the students following this methodology. 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. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01