Examinando por Autor "Cid-Cid, Ana I."
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Ítem Can e-portfolios improve the students’ attitudes towards English language learning?(RUDN University, 2024-09-01) Luelmo del Castillo, María José; Cid-Cid, Ana I.; Guede Cid, RocíoSecond language learning is closely linked to the attitude of the learners. Positive attitudes contribute exponentially to effective learning. Likewise, negative attitudes can hinder learning. The aims of this study are, firstly, to check whether negative attitudes towards second language learning exist and, secondly, to analyse the effect that the use of an educational portfolio can have on these attitudes. Research shows that e-portfolios are useful tools in language learning, however there is scarce scientific evidence that relate the use of e-portfolios with attitude. This paper aims to fill this gap in relation to the effect e-portfolios may have on students’ attitudes. The Mahara e-portfolio was used along with a sample of 207 students pursuing the degree in early childhood education. They were administered a questionnaire to measure a range of attitudinal factors before and after the use of the e-portfolio. A descriptive analysis and comparison analysis of the independent samples was carried out using the non-parametric Mann-Whitney U test. The results show that there are indeed negative attitudes related to language learning and that the use of an e-portfolio contributes to mitigating them. It is also an effective tool for the promotion of positive attitudes and, therefore, using an e-portfolio in language classrooms can be very beneficial for both students and teachers since it will help generating a better classroom atmosphere which will eventually lead to a better learning. These findings are expected to bring light to stakeholders to consider e-portfolio to encourage students’ motivation and pleasantness.Ítem La clase invertida en la formación inicial del profesorado: acercando la realidad del aula de matemáticas(Bordón: revista de pedagogía, 2018-05-21) Cid-Cid, Ana I.; Guede-Cid, Rocío; Tolmos-Rodríguez-Piñero, PiedadEn este trabajo se presenta una experiencia en la que se acerca a los alumnos del Máster en Formación del Profesorado de Educación Secundaria la realidad del aula en la que ejercerán su profesión en un futuro: los alumnos de la especialidad de Matemáticas del máster se transforman en docentes realizando los vídeos necesarios para aplicar la metodología del Aula Invertida (Flipped Learning) en un centro educativo real. Los estudiantes del máster aprendieron de un modo significativo a implementar una metodología innovadora, la Clase Invertida, formándose además en la grabación y edición de vídeos educativos. La actividad se complementó con la retroalimentación que se generó desde el centro educativo, enriqueciendo de este modo la experiencia. Para analizar el impacto de la actividad se realizó una encuesta a los estudiantes del máster y una entrevista semiestructurada a una muestra de ellos.