Bimodal Simulation as a Teaching Learning Method in Primary Education Degree
Abstract
In the educational field, the confinement caused by Covid19 brought a new scenario for teaching. Lessons left the classroom context and virtual spaces were created. In this context, the aim of this study was to demonstrate the usefulness of bimodal simulation (SiBimodal) as a methodological strategy in teacher training. The methodology used describes 10 sessions designed to immerse students in this new teaching-learning context. Initially, students work on the theory of the subject, the Blackboard Collaborate (BBC) platform and methodological aspects. As the sessions progress, students deepen the particularities of the SiBimodal process while strengthening theoretical knowledge of the subject. In the last session, students use the BBC platform and simulate a bimodal session for schoolchildren. Based on this sequence, a quantitative-qualitative evaluation is carried out through a questionnaire. The results show that SiBimodal is useful and is highly valued, although the bimodal context makes it difficult to attend to and interact with everyone. The findings show that SiBimodal leads students to assume the role of teacher, and, from this role, they acquire the content of the subject, develop professional skills and perceives the importance of digital competence to instruct in possible virtual contexts. The study concludes that this type of simulation is effective as a methodological strategy in the training of primary education teachers to confront students with future virtual teaching scenarios, since it develops digital competence for pedagogical practices. This is an educational innovation experience in initial teacher training plans for comprehensive and holistic technological literacy of students.
Downloads
References
Adhikari, S., Meng, S., Wu, Y., Mao, Y., Ye, R., Wang, Q., ... & Zhou, H. (2020). Epidemiology, causes, clinical manifestation and diagnosis, prevention and control of coronavirus: a scoping review. Infectious Diseases of Poverty, 9(1), 1-12. https://doi.org/10.1186/s40249-020-00646-x
Albahrouh, S., & Buabbas, A. (2021). Physiotherapists’ perceptions of and willingness to use telerehabilitation in Kuwait during the COVID-19. BMC medical informatics and decision making, 21(1), 1-12. https://doi.org/10.1186/s12911-021-01478-x
Alvarado, J., Acevedo, A., & Pérez, A. (2020). Simulación como estrategia didáctica en las prácticas de formación docente. Revista Torreón Universitario, 9(25), 16-28. https://doi.org/10.5377/torreon.v9i25.9851
Bodnar, C., Anastasio, D., Enszer, J. & Burkey, D. (2016). Engineers at play: Games as teaching tools for engineering students. Journal of Engineering Education, 105(1), 147-200. doi: https://doi.org/10.1002/jee.20106
Cabero, J., & Llorente, M. (2013). La aplicación del juicio de experto como técnica de evaluación de las TIC. Revista Eduweb, 7(2), 11-22.
Cabrera, L. (2020). Efectos del coronavirus en el sistema de enseñanza: aumenta la desigualdad de oportunidades educativas en España. Revista de Sociología de la Educación, 13(2), 114-139. http://dx.doi.org/10.7203/RASE.13.2.17125
Echauri, B., & García, S. (2022). El reseteo de la participación del alumnado: estudio de las percepciones, herramientas y dinámicas de participación en la enseñanza bimodal. Educatio Siglo XXI, 40(3), 133–160. https://doi.org/10.6018/educatio.494341
Esteve, F., Llopis, M., & Adell, J. (2020). Digital teaching competence of university teachers. Systematic review. Revista Iberoamericana de Tecnologias del Aprendizaje, 15(4), 399-406. https://doi.org/10.1109/RITA.2020.3033225
Éthier, J., Hadaya, P., Talbot, J., & Cadieux, J. (2006). B2C web site quality and emotions during online shopping episodes. Information & Management, 43(5), 627-639. https://doi.org/10.1016/j.im.2006.03.004
Fernández, J., Montenegro, M., Fernández, J., & García, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513-531. https://doi.org/10.1080/02619768.2020.1827389
García, E., Sánchez, C., Santiago, R., & Sánchez, M. (2021). Competencia digital y necesidades formativas del profesorado de Educación Infantil. Revista Electrónica de Tecnología Educativa, 76, 90-108. https://doi.org/10.21556/edutec.2021.76.2027
García, V., Méndez, V., & Chacón, J. (2023). Formación y competencia digital del profesorado de Educación Secundaria en España. Texto Livre, 16, e44851. https://doi.org/10.1590/1983-3652.2023.44851
Gutiérrez, A., & Monje, O. (2021). La simulación como estrategia metodológica en el máster de acceso a la abogacía. En J. Cruz, Innovación en la docencia e investigación de las Ciencias Jurídicas, Económicas y Empresariales (pp. 397-413). Dykinson.
Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78-82. https://doi.org/10.1016/j.compedu.2008.06.009
Joseph, M. (1965). Role playing in teaching economics. American Economic Review 55(2), 556-565.
Lucas, J., Fincias, P., González, S., & del Dujo, Á. (2021). Intención de uso y autopercepción docente del B-learning en Educación Superior. Revista de educación, 391, 209-235.
Matute, J., & Melero, I. (2016). Game-based learning: using business simulators in the university. Universia Business Review, 13(3), 72-111. https://doi.org/10.3232/UBR.2016.V13.N3.03
Monzón, J. (2011). Las prácticas inclusivas en los servicios de apoyo externos a la escolaridad de alumnado con NEEs en el País Vasco. Revista Latinoamericana de Educación Inclusiva, 5(2), 189-203. http://www.rinace.net/rlei/numeros/vol5-num2.html
Moura, M., Luderitz, M. & Réal J. (2021). El “desierto digital”: repercusiones de la COVID-19 en la Educación en España y Brasil. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(2), 181-191. https://doi.org/10.6018/reifop.470951
Moya, P., Ruz, M., Parraguez, E., Carreño, V., Rodríguez, A., & Froes, P. (2017). Simulation in medical education from the perspective of patient’s safety. Revista médica de Chile, 145(4), 514-526. https://dx.doi.org/10.4067/S0034-98872017000400012
Mujika, J. & Gaintza, Z. (2019). El cine como herramienta didáctica en la escuela inclusiva. Revista Didacticae, 9, 157-171. https://doi.org/10.1344/did.2021.9.157-171
Nuere, S., & de Miguel, L. (2020). The digital/technological connection with Covid-19: A challenge in university teaching. Technology, Knowledge, and Learning, 1-13. https://doi.org/10.1007/s10758-020-09454-6
Núñez, T. (2008). Da segregación á inclusión educativa. Edicións Laiovento.
Orcasitas, J. (2005). 20 años de integración en el País Vasco: construyendo un sistema educativo de calidad. Actas del congreso Guztientzako Eskola (pp. 37-93). Gobierno Vasco, Servicio de Publicaciones. https://bit.ly/4bIBSKq
Ortega, D., & Gómez, I. (2017). Las WebQuests y los MOOCs en la enseñanza de las Ciencias Sociales y la formación del profesorado de Educación Primaria. Revista electrónica interuniversitaria de formación del profesorado, 20(2), 205-220. https://doi.org/10.6018/reifop/20.2.258551
Palacios, A., & Martín, L. (2021). Formación del profesorado en la era digital. Revista De Investigación Y Evaluación Educativa, 8(1), 38–53. https://doi.org/10.47554/revie2021.8.79
Peña, N., & Pérez, Á. (2019). Las disposiciones subjetivas de los docentes en la superación de las resistencias al cambio. Revista Complutense de Educación, 30(2), 569-587. http://dx.doi.org/10.5209/RCED.57780
Perroca, M. (2011). Desarrollo y validación de contenido de la nueva versión de un instrumento para clasificación de pacientes. Revista Latino-Americana de Enfermagem 19(1), 58-66. http://dx.doi.org/10.1590/S0104-11692011000100009
Ponce, T., Vielma, C. & Bellei, C. (2021). Experiencias educativas de niños y adolescentes chilenos confinados por la pandemia. Revista Iberoamericana de Educación, 86(1), 97-115. https://doi.org/10.35362/rie8614415
Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-Perception of the Digital Competence of Educators during the Pandemic. Sustainability, 12, 10128. https://doi.org/10.3390/su122310128
Ratheeswar, k. (2018). ICT in Education. Journal of Applied and Advanced Research, 3(1), 45- 47. https://doi.org/10.21839/jaar.2018.v3iS1.169
Realpe N. & Bejarano, J. (2020). El cuento como estrategia lúdico-pedagógica para fortalecer el proceso lectoescritor en primaria. Revista Criterios, 27(1), 39-64. https://doi.org/10.31948/rev.criterios/27.1-art2
Rodríguez, A., González, D., & González, H. (2021). Idiomas y TIC: competencias docentes para el siglo XXI. Revista de Educación, 393, 379-405. https://doi.org/10.4438/1988-592X-RE-2021-393-498
Romero, R., Barragán, R., Llorente, C., & Palacios, A. (2020). The Challenge of Initial Training for Early Childhood Teachers. Sustainability, 12(11), 4782 - 4799. http://dx.doi.org/10.3390/su12114782
Rojas, F. J., Cepero, M., Zurita, F. & Chinchilla, J. (2015). Simulación del desempeño profesional, recurso didáctico en docencia de ciencias del deporte. Revista Internacional de Medicina y Ciencias de la AF y del Deporte, 57, 17-28. https://doi.org/10.15366/rimcafd2015.57.002
Tárraga, R., Martínez, P., Gómez, R., Pastor, G. & Fernández, I. (2012). Análisis de las preferencias instruccionales de universitarios. IE Comunicaciones, 16, 69-77.
Tejada, J. (2010). La evaluación de las competencias en contextos no formales. Revista de Educación, 354, 731-745. https://doi.org/10.4438/1988-592X-RE-2011-354-018
Torrecillas, C. (2020). El reto de la docencia online para las universidades públicas ante la pandemia. E-prints Complutense. https://eprints.ucm.es/60050/1/16-1304.pdf
Urra, E. Sandoval, S. & Irribarren, F. (2017). El desafío y futuro de la simulación como estrategia de enseñanza en enfermería. Investigación en Educación Médica 6(22), 119-125. https://doi.org/10.1016/j.riem.2017.01.147
Valencia, J., Tapia, S., & Olivares, S. (2016). La simulación clínica para el Desarrollo del pensamiento crítico en estudiantes de medicina. Investigación en Educación Médica, 8(29). https://dx.doi.org/10.1016/j.riem.2016.08.003
Wang, A., & Tahir, R. (2020). The effect of using Kahoot! for learning – A review. Computers & Education, 149, 1-22. https://doi.org/10.1016/j.compedu.2020.103818
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19. The Lancet, 395(10228), 945–947. https://doi.org/10.1016/S0140-6736(20)30547-X
Zhao, Y., Liorente, A., & Gómez, M. (2021). Digital competence in higher education research: A review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212
Copyright (c) 2024 Zuriñe Gaintza
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
