000061892 001__ 61892
000061892 005__ 20210104111913.0
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000061892 037__ $$aART-2017-99838
000061892 041__ $$aeng
000061892 100__ $$0(orcid)0000-0002-6873-0996$$aSein-Echaluce, M.L.$$uUniversidad de Zaragoza
000061892 245__ $$aThe learning improvement of engineering students using peer-created complementary resources
000061892 260__ $$c2017
000061892 5060_ $$aAccess copy available to the general public$$fUnrestricted
000061892 5203_ $$aIn any organization, the individual is considered an issuer of knowledge who can improve corporate knowledge, and learning is considered to be a key factor in promoting the creation of knowledge. As the knowledge of the individual increases, the organization''s knowledge also increases. The same happens in educational institutions, but there is a tendencyinmost educational methodologies to consider the studentasamere recipient of knowledge. Thispaper presents a model where the student is shown as a knowledge issuer both for their own benefit and for their peers. The key idea is the transfer of knowledge produced by students to organizational knowledge through the knowledge management system the Collaborative Academic Resources Finder (BRACO, for its acronym in Spanish). At the same time, certain quantitative measurement instruments provide insight into student perception of the use of this knowledge in a particular subject in their engineering degree studies as well as the measure of BRACO impact on their learning outcomes. The results of this workshow that an experimental group obtained higher scores in tests than a control group. Results alsoshow that BRACO had a significant impact on learning, and students promoted, organized and used the resources generated by fellow students.
000061892 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000061892 590__ $$a0.575$$b2017
000061892 591__ $$aENGINEERING, MULTIDISCIPLINARY$$b73 / 86 = 0.849$$c2017$$dQ4$$eT3
000061892 591__ $$aEDUCATION, SCIENTIFIC DISCIPLINES$$b37 / 41 = 0.902$$c2017$$dQ4$$eT3
000061892 592__ $$a0.433$$b2017
000061892 593__ $$aEngineering (miscellaneous)$$c2017$$dQ2
000061892 593__ $$aEducation$$c2017$$dQ2
000061892 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/submittedVersion
000061892 700__ $$aFidalgo-Blanco, A.
000061892 700__ $$0(orcid)0000-0001-7995-6969$$aEsteban-Escaño, J.
000061892 700__ $$aGarcía, F.
000061892 7102_ $$12005$$2595$$aUniversidad de Zaragoza$$bDpto. Matemática Aplicada$$cÁrea Matemática Aplicada
000061892 773__ $$g33, 2 (B) (2017), 927-937$$pInt. j. eng. educ.$$tINTERNATIONAL JOURNAL OF ENGINEERING EDUCATION$$x0949-149X
000061892 85641 $$uhttps://www.ijee.ie/latestissues/Vol33-2B/17_ijee3428ns.pdf$$zTexto completo de la revista
000061892 8564_ $$s410541$$uhttps://zaguan.unizar.es/record/61892/files/texto_completo.pdf$$yPreprint
000061892 8564_ $$s115478$$uhttps://zaguan.unizar.es/record/61892/files/texto_completo.jpg?subformat=icon$$xicon$$yPreprint
000061892 909CO $$ooai:zaguan.unizar.es:61892$$particulos$$pdriver
000061892 951__ $$a2021-01-04-11:05:36
000061892 980__ $$aARTICLE