[ Aula Virtual de Química Agrícola ]
Volume 8, Issue 2, September 2014, Pages 443–450
Ana Isabel Massié1 and María Laura Lamas2
1 Facultad de Ciencias Naturales, Universidad Nacional de Salta, Salta, Argentina
2 Facultad de Ciencias Naturales, Universidad Nacional de Salta, Salta, Argentina
Original language: Spanish
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Agricultural Engineering is taught in the Faculty of Natural Sciences, National University of Salta (UNSa). The curriculum includes the subject Agricultural Chemistry (QA), in this paper the results of the implementation of a virtual classroom in the academic performance of students in the first year of study are presented. To evaluate the perception of the virtual learning environment Moodle student, a semi-structured survey was applied and the data were compared with the partial and final results of the course. In general, active participation was correlated with academic success, but the final yield was not as good as expected considering the current advantages of information and communication in education. The main conclusion is that the virtual learning environment was used less than projected due to the lack of discipline of students and their lack of time management.
Author Keywords: chemistry, blended-learning, Moodle, virtual environment, ICT.
Volume 8, Issue 2, September 2014, Pages 443–450
Ana Isabel Massié1 and María Laura Lamas2
1 Facultad de Ciencias Naturales, Universidad Nacional de Salta, Salta, Argentina
2 Facultad de Ciencias Naturales, Universidad Nacional de Salta, Salta, Argentina
Original language: Spanish
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Agricultural Engineering is taught in the Faculty of Natural Sciences, National University of Salta (UNSa). The curriculum includes the subject Agricultural Chemistry (QA), in this paper the results of the implementation of a virtual classroom in the academic performance of students in the first year of study are presented. To evaluate the perception of the virtual learning environment Moodle student, a semi-structured survey was applied and the data were compared with the partial and final results of the course. In general, active participation was correlated with academic success, but the final yield was not as good as expected considering the current advantages of information and communication in education. The main conclusion is that the virtual learning environment was used less than projected due to the lack of discipline of students and their lack of time management.
Author Keywords: chemistry, blended-learning, Moodle, virtual environment, ICT.
How to Cite this Article
Ana Isabel Massié and María Laura Lamas, “Virtual Classroom of Agricultural Chemistry,” International Journal of Innovation and Applied Studies, vol. 8, no. 2, pp. 443–450, September 2014.
