Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería.
Higher education faces a significant challenge and an important opportunity by updating its curriculum and creating digital tools that drive and improve learning processes and outcomes. This entails shifting the educational approach from passive students to active students, who generate knowl...
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| Format: | Article |
| Language: | English |
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Fundación de Estudios Superiores Comfanorte
2024-05-01
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| Series: | Mundo Fesc |
| Subjects: | |
| Online Access: | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1616 |
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| author | Olga Lucy Rincón Leal Mawency Vergel Ortega Zulmary Carolina Nieto Sanchez |
| author_facet | Olga Lucy Rincón Leal Mawency Vergel Ortega Zulmary Carolina Nieto Sanchez |
| author_sort | Olga Lucy Rincón Leal |
| collection | DOAJ |
| description | Higher education faces a
significant challenge and an important opportunity by
updating its curriculum and creating
digital tools that drive and improve
learning processes and outcomes. This entails
shifting the educational approach from
passive students to active students, who generate
knowledge through active interaction with
instructors. The study of differential equations
is fundamental to the training of
engineering students. However, learning this subject
often represents a significant challenge due to
its abstract and complex nature. In this context,
there is a need to explore innovative strategies
that facilitate conceptual understanding and
skill development in this field. The main objective
of this research was to understand the
learning processes of differential equations in
university students. Specifically, it sought
to identify learning styles and
students' perceptions of this subject, describe the
dimensions present in their learning process,
and analyze the effectiveness of teaching tools, such as
a mobile application, to improve conceptual understanding . To achieve these objectives, a mixed-method methodology with an explanatory scope and a quasi-experimental design
was employed . The sample consisted of 28 Differential Equations students, with an average age of 20. Data were collected through surveys and classroom observations, involving engineering students who used the mobile application as a complementary teaching resource. The findings revealed a diversity of learning styles and perceptions, highlighting the importance of adapting teaching strategies to these individual differences. In addition, important dimensions such as motivation and teaching context must be considered . The study also evaluated the effectiveness of teaching tools, such as the Ecuadif mobile application, in improving conceptual understanding . It was found that the use of this application was effective in learning differential equations. It also emphasizes the need to understand students' learning preferences and suggests the implementation of student-centered pedagogical approaches that integrate various tools to improve the learning process. |
| format | Article |
| id | doaj-art-ea6d4fc64fc442a3ba11b2248bd31a6a |
| institution | OA Journals |
| issn | 2216-0353 2216-0388 |
| language | English |
| publishDate | 2024-05-01 |
| publisher | Fundación de Estudios Superiores Comfanorte |
| record_format | Article |
| series | Mundo Fesc |
| spelling | doaj-art-ea6d4fc64fc442a3ba11b2248bd31a6a2025-08-20T02:25:42ZengFundación de Estudios Superiores ComfanorteMundo Fesc2216-03532216-03882024-05-01142915718110.61799/2216-0388.1616Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería.Olga Lucy Rincón Leal0https://orcid.org/0000-0002-8080-496XMawency Vergel Ortega1https://orcid.org/0000-0001-8285-2968Zulmary Carolina Nieto Sanchez2https://orcid.org/0000-0001-6725-4601Universidad Francisco de Paula SantanderUniversidad Francisco de Paula SantanderUniversidad Francisco de Paula SantanderHigher education faces a significant challenge and an important opportunity by updating its curriculum and creating digital tools that drive and improve learning processes and outcomes. This entails shifting the educational approach from passive students to active students, who generate knowledge through active interaction with instructors. The study of differential equations is fundamental to the training of engineering students. However, learning this subject often represents a significant challenge due to its abstract and complex nature. In this context, there is a need to explore innovative strategies that facilitate conceptual understanding and skill development in this field. The main objective of this research was to understand the learning processes of differential equations in university students. Specifically, it sought to identify learning styles and students' perceptions of this subject, describe the dimensions present in their learning process, and analyze the effectiveness of teaching tools, such as a mobile application, to improve conceptual understanding . To achieve these objectives, a mixed-method methodology with an explanatory scope and a quasi-experimental design was employed . The sample consisted of 28 Differential Equations students, with an average age of 20. Data were collected through surveys and classroom observations, involving engineering students who used the mobile application as a complementary teaching resource. The findings revealed a diversity of learning styles and perceptions, highlighting the importance of adapting teaching strategies to these individual differences. In addition, important dimensions such as motivation and teaching context must be considered . The study also evaluated the effectiveness of teaching tools, such as the Ecuadif mobile application, in improving conceptual understanding . It was found that the use of this application was effective in learning differential equations. It also emphasizes the need to understand students' learning preferences and suggests the implementation of student-centered pedagogical approaches that integrate various tools to improve the learning process.https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1616aprendizajepercepcionesestilos de aprendizajeaplicativo móvileducación superiorecuaciones diferenciales. |
| spellingShingle | Olga Lucy Rincón Leal Mawency Vergel Ortega Zulmary Carolina Nieto Sanchez Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería. Mundo Fesc aprendizaje percepciones estilos de aprendizaje aplicativo móvil educación superior ecuaciones diferenciales. |
| title | Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería. |
| title_full | Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería. |
| title_fullStr | Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería. |
| title_full_unstemmed | Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería. |
| title_short | Percepciones en el Uso del Aplicativo Móvil para el Aprendizaje de Ecuaciones Diferenciales en Estudiantes de Ingeniería. |
| title_sort | percepciones en el uso del aplicativo movil para el aprendizaje de ecuaciones diferenciales en estudiantes de ingenieria |
| topic | aprendizaje percepciones estilos de aprendizaje aplicativo móvil educación superior ecuaciones diferenciales. |
| url | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1616 |
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