Aprendizaje combinado y aprendizaje en línea con aprendizaje basado en proyectos: ¿Afectan a la cogni-ción y al rendimiento del aprendizaje psicomotor en condiciones físicas? (Blended learning and online learning with project-based learning: Do they affect cognition and psycho-motor learning achievement in physical conditions?)
DOI:
https://doi.org/10.47197/retos.v50.99965Palabras clave:
Blended Learning, Integrated Curriculum, Psychomotor LearningResumen
Antecedentes y objetivo del estudio. El aprendizaje en línea sólo está disponible de forma limitada a través del grupo de WhatsApp. La aplicación del grupo WhatsApp se utiliza para proporcionar material de aprendizaje que a menudo se ofrece en forma de películas obtenidas de YouTube, explicaciones muy breves y tareas. Por lo tanto, es necesario prestar especial atención al considerar los métodos de aprendizaje en línea para poder alcanzar los objetivos de aprendizaje. Este estudio pretende determinar el efecto del aprendizaje combinado y del aprendizaje basado en proyectos sobre las capacidades cognitivas y psicomotoras de los estudiantes de la Universidad Estatal de Padang. Material y métodos. Este estudio utiliza un enfoque cuantitativo. Esta investigación se llevó a cabo en la Universidad Estatal de Padang con estudiantes de tercer semestre matriculados en el curso de condición física 2022. Se utilizó como muestra un total de 80 estudiantes del tercer semestre del curso de condición física de 2022. Los datos sobre los resultados del aprendizaje y los logros del aprendizaje psicomotor se obtuvieron utilizando una hoja de observación de habilidades de e-test en forma de aprendizaje por videoconferencia. Las técnicas de análisis de datos en este estudio se asistieron mediante el uso de la aplicación SPSS. Resultados. Los resultados de aprendizaje cognitivo de los alumnos a los que se les enseña con el modelo de aprendizaje basado en proyectos alcanzan una media de 72,3. Esta media es superior a la media de los alumnos que estudiaron con el modelo de aprendizaje semipresencial (BL), a saber, 63,5. Los alumnos a los que se enseñó con el modelo de aprendizaje basado en proyectos (PjBL) tuvieron un resultado medio de aprendizaje psicomotor de 81,3 mayor que los alumnos a los que se enseñó con el modelo semipresencial, que tuvieron una media de 76,3. Conclusiones. Los resultados muestran que el aprendizaje combinado y los modelos de aprendizaje en línea con aprendizaje basado en proyectos tienen un impacto importante en los resultados cognitivos y psicomotores en los logros de aprendizaje en entornos físicos. Es importante analizar otras variables que afectan al progreso de los estudiantes en el aprendizaje cognitivo y psicomotor.
Palabras clave: Aprendizaje Combinado, Aprendizaje basado en proyectos, Aprendizaje Psicomotor
Abstract. Background and the Aim of the Study. Online learning is only available in a limited capacity via the WhatsApp group. The WhatsApp group application is used to provide learning material which is often offered in the form of films obtained from YouTube, very brief explanations, and assignments. Therefore, special attention is needed in considering online learning methods so that learning objectives can be achieved. This study aims to determine the effect of blended learning and project-based learning on the cognitive and psychomotor capacities of Padang State University students. Material and Methods. This study uses a quantitative approach. This research was conducted at Padang State University with third-semester students enrolled in the 2022 physical condition course. A total of 80 students in the third semester of the physical condition course in 2022 were used as a sample. Data on learning outcomes and psychomotor learning achievements were obtained using an observation sheet of e-test skills in the form of video conferencing learning. Data analysis techniques in this study were assisted by using the SPSS application. Results. Cognitive learning outcomes of students who are taught with the project-based learning model reach an average of 72.3. This average is greater than the average of students studying the blended learning (BL) model, namely 63.5. Students who were taught using the project-based learning (PjBL) model had an average psychomotor learning result of 81.3 greater than students who were taught with the blended learning model which had an average of 76.3. Conclusions. The results show that blended learning and online learning models with project-based learning have a major impact on cognitive and psychomotor outcomes in learning achievements under physical settings. Testing the model on variables other than physical health can be used for additional study, and it is important to look at other variables that affect students' progress in cognitive and psychomotor learning.
Keywords: Blended Learning, Project-Based Learning, Psychomotor Learning
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