000118001 001__ 118001
000118001 005__ 20230914083743.0
000118001 0247_ $$2doi$$a10.3390/educsci12070429
000118001 0248_ $$2sideral$$a129143
000118001 037__ $$aART-2022-129143
000118001 041__ $$aeng
000118001 100__ $$0(orcid)0000-0003-2717-8389$$aMarco-Fondevila, Miguel$$uUniversidad de Zaragoza
000118001 245__ $$aActive Participation and Interaction, Key Performance Factors of Face-to-Face Learning
000118001 260__ $$c2022
000118001 5060_ $$aAccess copy available to the general public$$fUnrestricted
000118001 5203_ $$aDuring the last decade and, particularly, from the restrictions on mobility brought by the COVID-19 pandemic, online and digital teaching is positioning itself as an alternative to face-to-face teaching. As of today, however, the soundness of this alternative teaching in terms of learning outcomes and students’ success is not yet clear, even though it is particularly important, since it may determine future teaching plans, strategies and methodology. This article presents the results of a teaching research project analyzing the impact of active participation and face-to-face interaction of students on their performance from a quantitative approach. Through an empirical study carried out with several groups of university students in financial accounting over a four-year period, we analyze the effect of including face-to-face techniques of participation and teaching innovation on students’ success and performance. The quantitative results indicate a significant improvement in all the indicators of the “experimental” groups, compared to face-to-face standard teaching groups and streaming teaching groups. By enhancing active participation, better marks and performance are achieved, especially in the continuous evaluation system. The qualitative results, based on the opinion of the students, also indicate their preference for models of active participation and interaction, as well as their positive perception of the success of the initiative. The advantages derived from innovative face-to-face teaching are evidenced since it favors group interaction and active participation of the students, which are crucial elements for performance and academic success.
000118001 536__ $$9info:eu-repo/grantAgreement/EUR/FEDER/INTERREG-V-A-POCTEFA-2014-2020
000118001 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000118001 592__ $$a0.605$$b2022
000118001 593__ $$aComputer Science (miscellaneous)$$c2022$$dQ2
000118001 593__ $$aComputer Science Applications$$c2022$$dQ2
000118001 593__ $$aPublic Administration$$c2022$$dQ2
000118001 593__ $$aEducation$$c2022$$dQ2
000118001 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2022$$dQ2
000118001 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ2
000118001 594__ $$a4.0$$b2022
000118001 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000118001 700__ $$0(orcid)0000-0002-6769-8939$$aRueda-Tomás, Mar$$uUniversidad de Zaragoza
000118001 700__ $$0(orcid)0000-0002-8486-6885$$aLatorre-Martínez, María Pilar$$uUniversidad de Zaragoza
000118001 7102_ $$14012$$2650$$aUniversidad de Zaragoza$$bDpto. Direcc.Organiza.Empresas$$cÁrea Organización de Empresas
000118001 7102_ $$14002$$2230$$aUniversidad de Zaragoza$$bDpto. Contabilidad y Finanzas$$cÁrea Economía Finan. y Contab.
000118001 773__ $$g12, 7 (2022), 429 [13 pp.]$$tEducation Sciences$$x2227-7102
000118001 8564_ $$s528396$$uhttps://zaguan.unizar.es/record/118001/files/texto_completo.pdf$$yVersión publicada
000118001 8564_ $$s2823843$$uhttps://zaguan.unizar.es/record/118001/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000118001 909CO $$ooai:zaguan.unizar.es:118001$$particulos$$pdriver
000118001 951__ $$a2023-09-13-15:04:33
000118001 980__ $$aARTICLE