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Synchronous Virtual Classrooms in Problem-Based Learning to Mentor and Monitor Students in Higher Education

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Universities in the Networked Society

Part of the book series: Critical Studies of Education ((CSOE,volume 10))

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Abstract

This chapter describes the experience of using synchronous virtual classroom (SVC) with undergraduate students in both Telematics and Computer Science Engineering degrees at the University of Extremadura. A problem-based learning methodology to mentor and monitor the course entitled Information Security in 2014–2015 was implemented. SVC was used in 100% of virtual seminars where students and teachers accomplished the work program, in the initial session where the working groups were established, and throughout the final seminar where results were exposed. In addition, in the course of intermediate and group sessions, while faculty was not present, this platform was also employed. All in all, results show that Adobe Connect Synchronous room was used as a virtual classroom using PBL methodology with great success.

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Notes

  1. 1.

    P. Alejandro Pulpeiro quoted Archimedes, and I would like to quote Amos Comenius who, in the seventeenth century, in his initial language classes, gave the students a drawing showing a scenario, and told them: “Tomorrow bring what you see by writing in German, Czech and Latin. “But,” the students said, “We do not know any grammar.” Comenius’s response was: “That’s your problem, it is just up to you to find it and apply it.”

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Acknowledgments

The research leading to these results has received, within the framework of the IRNET project funding from the People Programme (Marie Curie Actions) of the European Union’s Seventh Framework Programme FP7/2007–2013/under REA grant agreement.

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Authors and Affiliations

  1. University of Extremadura, Badajoz, Spain

    Juan Arías Masa, Rafael Martín Espada, Prudencia Gutiérrez-Esteban, Gemma Delicado Puerto, Sixto Cubo Delgado, Laura Alonso-Díaz & Rocío Yuste Tosina

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  1. Juan Arías Masa
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  2. Rafael Martín Espada
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  3. Prudencia Gutiérrez-Esteban
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  4. Gemma Delicado Puerto
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  5. Sixto Cubo Delgado
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  6. Laura Alonso-Díaz
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  7. Rocío Yuste Tosina
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Corresponding author

Correspondence to Juan Arías Masa .

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Editors and Affiliations

  1. University of Silesia in Katowice, Katowice, Poland

    Eugenia Smyrnova-Trybulska

  2. Department of Media, Communication & Organization, University of Twente, Enschede, Overijssel, The Netherlands

    Piet Kommers

  3. Borys Grinchenko University in Kyiv, Kyiv, Ukraine

    Nataliia Morze

  4. Pedagogical Faculty, University of Ostrava, Ostrava, Czech Republic

    Josef Malach

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Arías Masa, J. et al. (2019). Synchronous Virtual Classrooms in Problem-Based Learning to Mentor and Monitor Students in Higher Education. In: Smyrnova-Trybulska, E., Kommers, P., Morze, N., Malach, J. (eds) Universities in the Networked Society. Critical Studies of Education, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-030-05026-9_8

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  • DOI: https://doi.org/10.1007/978-3-030-05026-9_8

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  • Online ISBN: 978-3-030-05026-9

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