Recursos multimedia para el aprendizaje de contabilidad financiera en los grados bilingües

  1. María del Mar Camacho Miñano 1
  2. Elena Urquía Grande 1
  3. David Pascual Ezama 1
  4. María José Rivero Menéndez 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Colegio Universitario de Estudios Financieros (CUNEF), Madrid
Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X 2174-5374

Año de publicación: 2016

Volumen: 19

Número: 1

Páginas: 63-89

Tipo: Artículo

DOI: 10.5944/EDUCXX1.15578 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Resumen

En el entorno educativo actual se hacen necesarias estrategias que mejoren la calidad de la docencia con la finalidad de aumentar el aprendizaje signifi - cativo del alumno. De hecho, una de las preocupaciones que tiene la univer - sidad para adaptarse al Espacio Europeo de Educación Superior (EEES) es el distanciamiento entre la vida real y la teoría académica. En este artículo se presentan los resultados obtenidos, tras el diseño a través de un proyecto de innovación docente, sobre la utilización en las aulas de recursos multimedia (videos, tests, ejercicios prácticos relacionados, casos particulares, trabajos en equipo colaborativo, blog, lecturas...) realizados «ad hoc» por profesores del Departamento de Economía Financiera y Contabilidad II de la Universidad Complutense de Madrid. Como parte del estudio se ha realizado una encuesta a los alumnos de segundo curso de las asignaturas de «Financial Accoun - ting II» del Grado de Administración y Dirección de Empresas (GADE) y de «Analytical Accounting» del Grado de Economía (GECO) donde expresaron su percepción y motivación al aprendizaje de la asignatura. Los resultados se han tratado estadísticamente obteniendo conclusiones muy interesantes. La mayoría de los alumnos han encontrado los videos útiles, satisfactorios y motivadores, aunque complejos. Por otro lado, se ha conseguido el objetivo de realizar un primer acercamiento al mundo profesional de la empresa a los alumnos desde su segundo año de carrera. Al tratarse de Grados bilingües, se han grabado a profesionales de importantes empresas españolas en inglés. Todo ello sirve de estímulo al estudiante que, en el futuro, puede conseguir al - canzar dichos puestos de responsabilidad. Además, el profesor dispone de un material que se ajusta perfectamente a la metodología docente activa y a sus necesidades, porque ha participado directamente en su diseño y realización.

Referencias bibliográficas

  • Agnello, V., Pikas, B., Agnello, A.J., Pikas, A., Today's learner, preferences in teaching techniques (2011) American Journal of Business Education, 4 (2), pp. 1-9
  • Airey, J., Can you teach it in English? Aspects of the Language Choice Debate in Swedish Higher Education (2004) Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education, pp. 97-108. , R. Wilkinson (ed)Maastricht, Netherlands: Maastricht University Press
  • Alba Pastor, C., Recursos y materiales didácticos para el siglo XXI: Multimedia, telemática y otras tecnologías vestidas de seda (1998) Revista Complutense de Educación, 9 (1), pp. 15-28
  • Almansa Martínez, A., Almeida Garcia, F., Lara Rallo, C., Malpartida Tirado, R., León Vegas, M., Pineda Hernández, I., Toledo Báez, C., (2008) Integración de recursos multimedia para la docencia: Nuevas perspectivas en el EEES. IV Jornadas de Innovación Educativa y Enseñanza Virtual en la Universidad de Málaga, , http://www.uma.es/formacionpdi/new_ieducat/IV_Jornadas_Comunicaciones/3_17.pdf, Recuperado de
  • Arquero, J.L., Tejero, C., How well adapted are accounting students for Bologna? A comparative analysis of learning styles of Spanish social sciences students (2011) Revista de Educación en Contabilidad, Finanzas y Administración de Empresas, 2, pp. 145-156
  • Austin, K.A., Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules (2009) Computers and Education, 53, pp. 1339-1354
  • Ballentine, J., McCourt Larres, P., Accounting undergraduates' perceptions of cooperative learning as a model for enhancing their interpersonal and communication skills to interface successfully with professional accountancy education and training (2009) Accounting Education: An International Journal, 18 (4-5), pp. 387-402
  • Barker, J., Tucker, R.N., (1990) The interactive learning revolution, , London: Kogan Page
  • Barford, J., Weston, C., The use of video as a teaching resource in a new university (1997) British Journal of Educational Technology, 28 (1), pp. 40-50
  • Betts, S.C., Knaus, R., Student perceptions of the teaching effectiveness of a management simulation in a business policy and strategy course (2006) Academy of Educational Leadership, 11 (1), pp. 3-13
  • Biggs, J., What do inventories of students' learning processes really measure? A theoretical review and clarification (1993) British Journal of Educational Psychology, 63 (1), pp. 3-19
  • Björkman, B., So you think you can EFL? English as a Lingua Franca as the medium of instruction (2010) Journal of Language and Communication Studies, 45, pp. 77-96
  • Bourgonjon, J., Valcke, M., Soetaert, R., Schellens, T., Students' perceptions about the use of video games in the classroom (2010) Computer and Education, 54, pp. 1145-1156
  • Brokaw, A.J., Merz, T.E., The effects of student behaviour and preferred learning style on performance (2000) Journal of Business Education, 1, pp. 44-53
  • Bryant, S.M., Hunton, J.E., The use of technology in the delivery of instruction: Implications for Accounting Educators and Education Researchers (2000) Issues in Accounting Education, 15 (1), pp. 129-162
  • Chen, C.-M., Wu, C.-H., Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance (2015) Computers & Education, 80, pp. 108-121
  • Chiou, C.-C., Tien, L.-C., Lee, L.-T., Effects on learning of multimedia animation combined with multidimensional concept maps (2015) Computers & Education, 80, pp. 211-223
  • Ching Hii, S., Fook Fong, S., Effects of multimedia redundancy in History Learning among «Deep and surface» students (2010) Asian Social Science, 6 (6), pp. 119-127
  • Chonko, L.B., Business school education: Some thoughts and recommendations (1993) Marketing Education Review, 1, pp. 1-9
  • Clarke, I., Flaherty, T., Mottner, S., Student Perceptions of Educational Technology Tools (2001) Journal of Marketing Education, 23 (3), pp. 169-177
  • Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-340
  • Devados, S., Foltz, J., Evaluation of factors influencing student class attendance and performance (1996) American Journal of Agricultural Economics, 78 (3), pp. 499-507
  • Ding, M., Li, H., On the application of multimedia in economics teaching (2011) International Education Studies, 4 (3), pp. 88-90
  • Domagk, S., Schwartz, R.N., Plass, J.L., Interactivity in multimedia learning: An integrated model (2010) Computer in Human Behavior, 26, pp. 1024-1033
  • Dong, Y., Li, R., The reflection for multimedia Teaching (2011) Asian Social Science, 7 (2), pp. 165-167
  • Galbreath, J., Multimedia: Beyond the desktop (1993) Educational Technology, 33 (5), pp. 27-32
  • Guerra, S., González, N., García, R., Utilización de las TIC por el profesorado universitario como recurso didáctico (2010) Comunicar, 35, pp. 141-148
  • Hamadi, F., Kharamideh, Z.M., Ghorbandordinejad, F., Comparison of the training effects of interactive multimedia (CDs) and non-interactive media (films) on increasing learning speed, accuracy and memorization in biological science course (2011) Procedia Computer Science, 3, pp. 144-148
  • Hodges, M.E., Sasnett, R.M., Multimedia computing: Case studies from MIT project Athena (1993) Computing and Computers, , Leicester: Addison-Wesley
  • Holbert, K.E., Karady, G.G., Strategies, Challenges and prospects for active learning in the computer-based classroom (2009) IIIE Transactions on Education, 52 (2), pp. 31-38
  • Homer, B.D., Plass, J.L., Blake, L., The effects of video on cognitive load and social presence in multimedia-learning (2008) Computers in Human Behavior, 24, pp. 786-797
  • Hwang, N.C.R., Lui, G., Wu Tong, Y.J., An empirical test of cooperative learning in a passive learning environment (2005) Issues in Accounting Education, 20, pp. 151-165
  • James, K., Burke, L., Hutchins, H., Powerful or Pointless? Faculty versus Student Perceptions of Power Point Use in Business Education (2006) Business Communications Quarterly, 69 (4), pp. 374-396
  • Kankaanranta, A., Planken, B., BELF competence as business knowledge of internationally operating business professionals (2010) Journal of Business Communication, 47 (4), pp. 380-407
  • Karns, G.L., Marketing student perceptions of learning activities: Structure, preferences and effectiveness (1993) Journal of Marketing Education, 15 (1), pp. 3-10
  • Karns, G.L., Learning style differences in the perceived effectiveness of learning activities (2005) Journal of Marketing Education, 28, pp. 53-56
  • Keller, J.M., Development and use of the ARCS model of motivation design (1987) Journal of Instructional Development, 10 (3), pp. 45-67
  • Könings, K., Seidel, T., van Merriënboer, J.J., Participatory design of learning environments: Integrating perspectives of students, teachers, and designers (2014) Instructional Science, 42 (1), pp. 1-9
  • Kuhn, K.A.L., Rundle-Thiele, S.R., Curriculum alignment: Exploring student perception of learning achievement measures (2009) International Journal of Teaching and Learning in Higher Education, 21 (3), pp. 351-361
  • Lee, Y.-H., Hsiao, C., Ho, C.-H., The effects of various multimedia instructional materials on students' learning responses and outcomes: A comparative experimental study (2014) Computers in Human Behavior, 40, pp. 119-132
  • Lizzio, A., Wilson, K., Simons, R., University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice (2002) Studies in Higher Education, 27 (1), pp. 27-52
  • López-Pérez, M., Pérez-López, M.C., Rodríguez-Ariza, L., Blended learning in higher education: Students' perceptions and their relation to outcomes (2011) Computers & Education, 56 (3), pp. 818-826
  • Mahrous, A.A., Ahmed, A.A., A cross-cultural investigation of students' perceptions of the effectiveness of pedagogical tools: The Middle East, the United Kingdom, and the United States (2010) Journal of Studies in International Education, 14 (3), pp. 289-306
  • Margaryan, A., Littlejohn, A., Vojt, G., Are digital natives a myth or reality? University students' use of digital technologies (2011) Computers & Education, 56 (2), pp. 429-440
  • Martin, P.M., Wolff, L.B., The introduction of the new degrees: Suggestions for improvement (2011) Revista de Educación, 356, pp. 703-715
  • Mayer, R., Chandler, P., When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? (2001) Journal of Educational Psychology, 93, pp. 390-397
  • Mayer, R.E., Moreno, R., Nine ways to reduce cognitive load in multimedia learning (2003) Educational Psychologist, 38, pp. 43-52
  • McDonald, D.S., Improved training methods through the use of multimedia technology (1999) Journal of Computer Information Systems, 40 (2), pp. 17-20
  • Morell Moll, T., (2009) ¿Cómo podemos fomentar la participación en nuestras clases universitarias? Alcoy: Marfil ; Alicante: Universidad de Alicante, Instituto de Ciencias de la Educación, , http://rua.ua.es/dspace/handle/10045/13072
  • Moreno, R., Mayer, R., Role of guidance, reflection and interactivity in an agent-based multimedia game (2005) Journal of Educational Psychology, 97 (1), pp. 117-128
  • Moreno, R., Mayer, R., Interactive multimodal learning environments (2007) Educational Psychology, 19, pp. 309-326
  • Nijhuis, J.F., Segers, M.S., Gijselaers, W.H., Influence of redesigning a learning environment on student perceptions and learning strategies (2005) Learning Environments Research, 8 (1), pp. 67-93
  • NTL, (1954) Learning Pyramid, NTL Institute for Applied Behavioral Science; adapted from Audio-Visual Methods in Teaching, , http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm, New York: Edgar Dale Dryden Press. Recuperado de
  • Oblinger, D.G., Oblinger, J.L., (2005) Educating the net generation. Online e-book: Educause, , http://www.educause.edu/educatingthenetgen, Recuperado de
  • Palomares Ruiz, A., The Educational model at university and the use of new methodologies for teaching, learning and assessment (2011) Revista de Educación, 355, pp. 591-604
  • Pañeda Fernández, C., Caso Pardo, C., La estructura de los planes de estudio de Economía y ADE en España antes del Espacio Europeo de Educación Superior (2006) RAE: Revista Asturiana de Economía, 36, pp. 33-73
  • Potter, B.N., Johnston, C.G., The effect of interactive on-line learning systems on student learning outcomes in accounting (2006) Journal of Accounting Education, 24 (1), pp. 16-34
  • Prince, M.J., Does active learning work (2004) A review of the research, Journal of Engineering Education, 93 (3), pp. 223-246
  • Prince, M.J., Felder, R.M., Inductive teaching and learning methods: Definitions, comparisons and research bases (2006) Journal of Engineering Education, 95 (2), pp. 123-138
  • Quesada, A., Ariza, M.R., Ortiz, A., Bermejo, R., Designing and applying multimedia material for experimental sciences. Teacher and student assessment of its implementation (2009) INTED2009 Proceedings. 3rd International Technology, Education and Development Conference, 9-11 March, 2009, pp. 4911-4919. , Valencia, Spain
  • Razeen, M., Chikte, U., Halperin, M.L., Effect of improving the usability of an e-learning resource: A randomized trial (2014) Advanced Physiological Education, 38, pp. 155-160
  • Roach, T., Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics (2014) International Review of Economics Education, 17, pp. 74-84
  • Rundle-Thiele, S., Kuhn, K.A., (2007) Do perceptions mirror reality? Student perceptions of learning versus grade outcomes, , http://eprints.qut.edu.au/49368/, En Academy of Marketing Conference, London, UK: Kingston University. Recuperado de
  • Salinas, J., Innovación docente y uso de las TIC en la enseñanza universitaria (2004) Revista Universidad y Sociedad del Conocimiento, 1 (1). , http://www.uoc.edu/rusc
  • Schwan, S., Riempp, R., The cognitive benefits of interactive videos: Learning to the nautical knots (2004) Learning and Instruction, 14, pp. 293-305
  • Song, S.H., Keller, J.M., Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation (2001) Educational Technology Research and Development, 49 (2), pp. 5-22
  • Tietze, S., Language and International Management: Emergent Themes and New Perspectives. Working paper Series (2007) Bradford University School of Management, http://www.brad.ac.uk/acad/management/external/pdf/workingpapers/2007/Booklet_07-35.pdf
  • Torres-Ramírez, M., García-Domingo, B., Aguilera, J., de la Casa, J., Video-sharing educational tool applied to the teaching in renewable energy subjects (2014) Computers & Education, 73, pp. 160-177
  • Trebits, A., Conjunctive Cohesion in English Language EU Documents-A Corpus-Based Analysis and Its Implications (2009) English for Specific Purposes, 28 (3), pp. 199-210
  • Tugrul, T.O., Student perceptions of an educational technology tool: Video recording of project presentation (2012) PROCEDIA-Social and Behavioral Sciences, 64, pp. 133-140
  • Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12), pp. 1-6
  • Vogler, C., O'Quinn, K., Paterson, W., Grade and knowledge improvement as a result of computer-assisted instruction (1991) Journal of Educational Technology Systems, 19 (3), pp. 201-213
  • Walker, J.D., Cotner, S.H., Baepler, P.M., Decker, M.D., A delicate balance: Integrating active learning into a large lecture course (2008) The American Society for Cell Biology, 7, pp. 361-367
  • Walker, J.D., Cotner, S., Beermann, N., Podcasts and Captures: Using Multimedia to Improve Student Learning in Introductory Biology (2011) Journal of Educational Multimedia and Hypermedia, 20 (1), pp. 97-111
  • Wang, X., Su, Y., Cheung, S., Wong, E., Kwong, T., An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches (2012) Assessment & Evaluation in Higher Education, (ahead-of-print), pp. 1-15
  • Yuretich, R.F., Khan, S.A., Leckie, R.M., Clement, J.J., Active-Learning methods to improve student performance y scientific interest in a large introductory Oceanography course (2001) Journal of Geosciences Education, 49 (2), pp. 111-119
  • Zhang, D., Zhou, L., Briggs, R.O., Nunamaker, J.F., Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness (2006) Information and Management, 43, pp. 15-27