Impacto de una rúbrica electrónica de argumentación científica en la metodología blended-learning

  1. Daniel Cebrián-Robles 1
  2. Manuel Cebrián-de-la-Serna 1
  3. María Jesús Gallego-Arrufat 2
  4. Jesús Quintana Contreras 3
  1. 1 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  3. 3 Universidad de Guadalajara
    info

    Universidad de Guadalajara

    Guadalajara, México

    ROR https://ror.org/043xj7k26

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Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2018

Issue Title: La revolución del blended learning en la educación a distancia

Volume: 21

Issue: 1

Pages: 75-94

Type: Article

DOI: 10.5944/RIED.21.1.18827 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Sustainable development goals

Abstract

The technological innovations and their impact on education is a curricular content in the initial training of the degrees in Education. The rapid changes in technological development make the contents of this training obsolete, thus we need to train in scientific and technological arguments to deal with innovations that do not yet exist. This involves developing digital skills and a scientific and technological argumentation with new methodologies and technologies that help to enhance these competencies. The present study aims to measure the impact produced by a methodology and e-rubric of argumentation -extracted from the Toulmin model- together with the self-evaluation of the processes of argumentation and the qualifications of 30 students of the Pedagogy degree with b-learning. With this aim, a mixed research is proposed: On the one hand, a qualitative analysis of 262 annotations given by the students to two exercises of argumentation (one with and another without the e-rubric) on two similar cases of technological innovation; and on the other hand, a quantitative and correlational analysis of the self-assessment by students and its correlation with the teacher assessments using the Wilcoxon statistic. The outcomes allowed to verify the positive impact of the argumentation e-rubric, and how this correlates (Z = -2.440, Z = -3.276 and Z = -2.783) with the best grades, allowing for more elaborate argumentations.

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