Reflective podcast on learning probability through active methodologies and educational technology in engineering
Abstract
The reflective podcast is a valuable educational tool. By recording their learning experiences in a podcast, students enhance their critical thinking, improve their academic performance, and foster independent learning. Simultaneously, it provides feedback to teachers, prompting them to reflect on their teaching strategies and methodologies. This study aimed to understand the perceptions of Biomedical Engineering students at the Autonomous University of Querétaro regarding Probability and Statistics courses based on active methodologies and educational technology. A mixed-method approach was adopted, employing a single case study and data comparison in a sample of seventeen first-semester Biomedical Engineering students. Content analysis of guiding questions in the podcast was used to understand students’ perceptions about the proposed teaching model, and data comparison was used to compare the podcast findings with the quantitative results of a knowledge test. The key findings reveal that students view Probability and Statistics as a usable subject for their professional future. Additionally, the teaching methodology was effective in facilitating learning, incorporating engaging instructional strategies, interactive classes, supplementary materials and laboratory sessions. The findings will contribute to the development of effective engineering education programs. This will allow the proposed model to be implemented in other engineering disciplines by tailoring activities, problems and projects to the profile of the engineering program in which it is applied and the interests of the students.
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