1. Introduction
Since the beginning of the 21st century, both social and economic changes worldwide have led to a substantial transformation in educational structures. Specifically, in the field of higher education, the Bologna declaration in 1999 began a process of taking joint actions between different countries belonging to the European Union, with the aim of raising the international competitiveness of university education in Europe, laying the foundations for the construction of the European Higher Education Area (EHEA) [1]. In this framework, among the actions proposed for the consolidation of the EHEA, the need to promote actions that reinforce teaching innovation stands out to allow students to develop a critical and creative mentality.
To achieve this, the need to innovate and move toward an update of the teaching–learning binomial that transforms and overcomes traditional dynamics acquires particular significance. From this pedagogical perspective, the role of the student changes, becoming a protagonist in the processes of generation and assimilation of their own knowledge, while the figure of the teacher incorporates accompaniment to the students in that process of directing their own learning using the best tools to achieve the gain of both subject-specific and transversal competencies [2]. Through this paradigm shift, the training of students is not only possible within the classroom: any educational situation and experience can bring them closer to knowledge. This need for permanent learning (known as life-long learning) has led to the implementation of a renewed model of university teaching, based on the acquisition of skills by students [3]. As such, this educational system aims to train students not only to accumulate knowledge but also in their ability to transmit it in academic and professional environments, achieving better adaptation to the needs for employment of new graduates in a globalized society based on new information and communication technologies or ICTs [2]. In this regard, the mode of learning (such as, for example, by inquiry), the development of creativity, and a critical vision of information and knowledge emerge as basic competencies to face the uncertainty of the social context.
The concept of skill or competence is not something new that emerged with the implementation of the European Higher Education Area, although it has been rebounded and is the tool on which the transformation of the university training model revolves and becomes effective. Tuning educational structures in Europe was a pilot project [4] launched in 2000, emanating from and devoted to universities themselves, which was focused on the student, in which the profiles of the degrees are translated into learning results and expressed in the form of competencies. The project highlights the distinction between general (also called generic or transversal) competencies and specific competencies, considering general competencies such as those that are shared and generated in any degree and that enjoy importance and recognition in society as well as specific competencies such as those that are specific to a thematic area and essential for a degree. The Tuning Project defines the structures of university education systems in the EHEA, identifies a set of general competencies common to all degrees, and recognizes their importance, categorizing them as instrumental, interpersonal, and systemic [5]. The project identifies a total of 30 transversal competencies (10 instrumental, 8 interpersonal, and 12 systemic). Instrumental competencies aim to develop basic abilities that serve as tools for constructing learning. For example, these include the capacity to organize and manage time, make decisions, and develop technological and linguistic skills (both oral and written). Interpersonal competencies relate to individual capacities for expressing feelings, social skills, and teamwork, facilitating social interaction and cooperation. Systemic competencies build upon the previous ones and allow for integrating knowledge to understand how the parts of a whole relate and group together. Systemic competencies include skills such as planning changes, adapting to new situations, applying knowledge in practice, and enhancing work quality.
One of the main purposes of UNESCO (2015), within the framework of the 2030 Agenda, is to guarantee inclusive and quality education for everyone, as well as to promote their learning possibilities. To achieve this, it is essential to develop educational practices that respond to the diversity of all students and facilitate their inclusion and participation in different social spheres. On the other hand, according to the Royal Decree 822/ 2021 [6], which establishes the organization of Spanish university education, democratic values and principles are intensified, as well as the Sustainable Development Goals, which must be present in the design of university study plans. Specifically, the principle of accessibility and universal design for all individuals should be incorporated as transversal competencies in the courses offered. However, only 16% of Spanish universities have implemented accessibility in their study plans [7].
The Universal Design for Learning (UDL) emerged in the last decade of the 20th century as a didactic approach aimed at applying the principles of universal design (based on universal accessibility) to the educational context [8]. UDL allows for curriculum design that considers the diversity of learning styles and preferences among students. From its inception, UDL intentionally avoids creating barriers that could hinder any students’ access to the curriculum, including those with disabilities and specific learning needs. Furthermore, UDL is applicable across all educational levels, including higher education. Although current research primarily focuses on earlier stages of education, such as primary and secondary [7], previous works by Dalmau et al. [9] and by Espada et al. [10] applying UDL in higher education indicate that this trend is evolving. In any case, broadening access to higher education has created a larger and more diverse student population [11]. Following the principles of UDL, with the aim of making learning accessible to as many students as possible, has also become a necessity in higher education [12].
UDL proposes an application structure based on the three following principles [13]:
Principle of Multiple Forms of Engagement: UDL emphasizes involving students actively in their learning process through motivation. To achieve this, it is crucial to design learning spaces and employ methodological strategies that foster student´s interest. These strategies ensure that students understand the learning objectives and the reasons behind their learning efforts. Additionally, encouraging participation and cooperation helps sustain their commitment to learning;
Principle of Representation: This principle advocates for diverse ways of presenting content to facilitate information access and proper processing. By doing so, individuals can construct meaningful knowledge. It is essential to consider material accessibility and introduce different formats and supports, where technology plays a decisive role (visual, auditory, tactile, and digital);
Principle of Action and Expression: Addressing the need for interaction with information, this principle requires methodological approaches that offer different tasks and presentation formats for activities. In this principle, the use of various media (text, voice, drawing, and video) remains relevant, along with supportive technology (manual, digital, adapted mice, touchscreens, mobile devices, tablets, video cameras, and digital spell checkers).
This study, at higher education levels, aligns with the principles of UDL and the two perspectives discussed earlier: planning the process by considering UDL and designing learning activities that allow students to acquire specific and transversal competencies in their subjects. Additionally, students should design their proposals while approaching the accessibility promoted by UDL.
All these considerations have uncovered teaching innovation as well as UDL approaches as a constant need. In addition, the new scenarios caused by the COVID-19 pandemic have accelerated the change toward new approaches in teaching [14,15]. Various works have analyzed how ICTs can significantly facilitate this adaptation process [16,17]. The possibility of using digital resources and tools that generate the adaptation of teaching has favored the development of innovative teaching methodologies, such as active and collaborative learning, which is directly related to the continuous training of students [18]. The integration of ICTs in education contributes to improving the quality of teaching since there is a dynamic change in the class, making them more attractive, motivating, and innovative. Therefore, the integration of ICTs in educational practice constitutes one of the demands that society places on the educational world. ICTs, used with coherence and well-focused on practice, are presented as effective, considering that students must maintain an active role in their learning process and that the role of the teacher undergoes a change at the time of applying technologies [19,20,21]. However, adapting some subjects to new teaching models is not always easy. For example, some activities such as laboratory practices present numerous difficulties when adapting to a virtual modality, making it difficult for students to acquire the expected skills. However, despite this, a correct adaptation can provide important advantages, as well as contribute to the training of students in the use of ICTs as an additional benefit [22,23].
In this context, video capsules emerge as an optimal work tool that allows combining the management of ICTs, which is an integral part of the UDL (principles of representation and action and expression), with the use of methodological strategies that promote student engagement, motivation, and ensure their persistence in studying. Cooperative work, guided by the teacher, plays a crucial role in achieving these goals. Video capsules consist of short videos, created by students, summarizing key concepts of the learning activities they developed [24]. Educational video capsules are integrated within a new teaching paradigm in e-learning called microlearning (short-duration training lessons [25]), which complements traditional training strategies and facilitates the understanding of concepts [26]. However, these capsules are also a training resource applicable to multiple educational and professional fields [27] and can be adapted to the specific needs of the teaching–learning binomial. Fassbender indicates that video capsules can offer novel perspectives and approaches in research and education [28]. For this reason and with the intention of contributing to the development and implementation of UDL in university classrooms as a tool to incorporate accessibility and promote its values among students, an educational innovation project was designed for the subjects of Environmental Microbiology and Biochemistry in the Environmental Sciences degree at the Rey Juan Carlos University (URJC).
The objective of this project is to strengthen the innovation of teaching methods in the laboratory practices of these subjects through the generation of inclusive audiovisual content (video capsules) prepared by the students themselves, who explain different concepts and techniques under the supervision and collaboration of the teachers. Thus, this project aimed to overcome the difficulty of implementing ICTs through the creation of these short videos. Furthermore, as part of the implementation of the UDL principles, the video capsules elaborated by the students had to comply with certain accessibility parameters (voice-over, subtitling, graphic inclusion of key terms, etc.), which would allow their use by people with different sensory, cognitive, and linguistic abilities.
Specifically, the aim of this work was to encourage students to generate accessible video capsules of the laboratory practices. The intention was to enhance student engagement and motivation through frameworks that promote active and cooperative learning, accessibility, and the development of inclusive values. The application of ICTs in laboratory practices, coupled with the incorporation of UDL principles in the creation of video capsules, was a key aspect of this work.
2. Materials and Methods
The current work presents the virtualization of the laboratory practices of the subjects of Environmental Microbiology (EM) and Biochemistry (BIO) of the Degree in Environmental Sciences. The Degree at the Rey Juan Carlos University is included in the Superior School of Experimental Sciences and Technologies of the Campus de Móstoles, Madrid, Spain. In general terms, one of the main areas of knowledge acquired in this degree is focused on Microbiology and Biochemistry. These subjects, both of obligatory nature and with a quantification of 4.5 ECTS credits, are taught in the second year of the degree, which was when the virtualization of the laboratory practices was carried out.
It should be noted that the teaching team that participated in this experience is multidisciplinary, including the areas of Microbiology, Biochemistry, Education, and Language, which allows a better adaptation of the video capsules to the laboratory practices of experimental subjects, as well as the implementation of the UDL principles.
2.1. Content of Video Capsules
The virtualization of the laboratory practices was carried out by the students themselves through the generation of 3–4 min videos. These short videos included a brief but detailed explanation of one technique used in each of the practical laboratory sessions of EM and BIO, which are included in the more extensive contents of the laboratory practice. In the video capsules, the students themselves explained the techniques under the supervision and collaboration of the teaching staff.
EM laboratory practices focus on the study of the biodiversity of microorganisms, their various metabolisms, and microbiological analysis of different environments, such as water and soil. Therefore, different protocols are used in laboratory practices, of which the following have been chosen to develop video capsules:
Winogradsky column: simulates an aquatic microecosystem (sediment and water) that illustrates how microorganisms occupy highly specific micro spaces according to their vital needs, such as carbon, energy, and oxygen requirements, as well as interdependence, so that the metabolic activity of one microorganism enables the growth of others and vice versa;
Preparation of culture media and seeding of microorganisms on a Petri dish and slant tube with KIA agar medium: preparation of different culture media and seeding of microorganisms on Petri dish for isolation and culture. Kliger’s agar medium (KIA) test is a differential culture medium for Enterobacteria, which allows the detection of glucose and lactose fermenting species, gas production, and hydrogen sulfide production. It allows for studying the behavior of bacteria in aerobiosis and anaerobiosis;
Serial dilutions and bacterial count: determine if the water under study is contaminated with human or other animal fecal matter through bacteriological analysis. If the sample is suspected to contain a high microbial load, the estimation will be made using the serial dilution method (preparation of dilutions, seeding on plate, incubation, and counting and calculation of results);
Biochemical tests for bacterial identification: catalase test (identifies aerobic and facultative anaerobic bacteria with the catalase enzyme), cytochrome C oxidase test (identifies bacteria with cytochrome C oxidase, so they can use oxygen in energy production with an electron transport chain, like Pseudomonas; the Enterobacteriaceae family does not have it), and indole test (used to distinguish coliform bacteria from each other; Escherichia coli and species of the genus Edwarsiella produce indole, while species of the genera Salmonella, Klebsiella, and Enterobacter do not);
Gram staining: differentiates two major groups of bacteria: Gram-positive and Gram-negative based on the different structures of the cell wall. Gram-positive bacteria have a thick peptidoglycan layer in their wall, while Gram-negative bacteria have a thinner peptidoglycan layer and an outer lipopolysaccharide membrane.
With regard to the BIO laboratory practices, they are focused on laboratory work routines that help to understand the molecular and cellular basis of the organization and function of living beings. Therefore, the following procedures have been chosen to develop video capsules:
Fractionated precipitation of proteins: the development of a protocol for the fractionation of proteins is carried out, using the salting-out technique, also called precipitation by salting out, to obtain different fractions enriched in immunoglobulins;
Protein quantification: the total amount of protein contained in a solution is calculated by means of a colorimetric assay;
Study of enzyme kinetics: the speed of a chemical reaction catalyzed by an enzyme is analyzed. In addition, the determination of the kinetic parameters of the Michaelis–Menten counter and the maximum speed of the reaction of the enzyme dopa-oxidase for the substrate L-dopa, without and with inhibitor, is carried out. Finally, the type of enzymatic inhibition that occurs in the reaction is analyzed.
To achieve the objective proposed in the current work, different tasks were carried out and different methodologies were used, such as active and cooperative learning, favoring the acquisition and development of digital competencies, and the generation of a bank of digital resources for learning. These methodologies are described in detail below.
2.2. Active and Cooperative Learning
In order to achieve greater involvement of the students in the learning of the contents of the laboratory practices (through the principle of multiple forms of engagement), methodologies were introduced to implement active and cooperative learning, encouraging commitment, shared responsibility, and their own involvement in the learning process of the subject. For the adequate realization of the video capsules of the laboratory practices, an additional effort was made to help students understand the meaning of cooperative learning, which is oriented and always guided by the teachers. Thus, the appropriate procedures were established for the correct development of active cooperative learning, highlighting that this should be interdependent, based on the responsibility and equal participation of all the members of the work team, with simultaneous interaction of the members, maximizing their learning and favoring the development of their social competence.
Prior to the realization of the video capsules, a presentation was made by the teachers, where the objective of the work and the tasks to be developed by the students were explained, so that the students could understand the concept of active and cooperative learning. To promote their interest in the activity and this type of learning, the advantages of student-centered learning and their active role, as well as the need for the transformation of teaching approaches and methodologies, were explained. In this presentation, the students were also given precise indications on the development of the activity, including the type and characteristics of the audiovisual script to be developed, the sequence of images to be carried out and logical connection of the contents, appropriate format, description of the objective of the video, correct use of language and voice, and deletion of non-essential information. The instructions were provided through various media to ensure access to information and comprehension, following the principle of representation of UDL.
During the presentation, it was explained to the students as to what the workgroups should look like, with the students themselves choosing the composition of the teams. To encourage cooperative learning, the teachers suggested identifying each group with a characteristic name, also chosen by the students, which would generate a sense of teamwork. Furthermore, it was communicated to the students as to how to distribute the tasks, how to create the audiovisual scripts, how to explain the experimental technique, and how to proceed with the elaboration of the video capsules, based on the interests and skills of the members of each team, thus promoting the involvement and motivation of the students.
In addition, to reaffirm the importance of this activity, the students were informed about how the video capsules would be evaluated, as well as the specific and transversal competencies that should be acquired by the students, assessing whether they were adequate for the learning results expected in the laboratory practices.
2.3. Acquisition and Development of Digital Skills
The recording of the video capsules took place after completing the laboratory practices of each of the subjects. This means that the student had previously performed the laboratory practice in their normal schedule, which allowed them to be previously familiarized with the protocol of each practice.
For the recording of the sequences, access to the laboratories as well as the appropriate material was provided. During the organization of the recording sequences, the students prepared the necessary working material autonomously, under the constant supervision of the teachers, as well as the appropriate electronic devices for the recording.
Finally, once the students had made the necessary recordings for the video capsules, they carried out the editing of the work sequences, specifically using the YouTube platform (following the principle of action and expression). The criteria for an acceptable elaboration of the video capsules were
-
Duration of 3 to 4 min;
-
Participation of all the members of the tea;
-
Mention in the video of the objective of the practice and the materials used as well as necessary explanations showing the appropriate basic procedures of the practice carried out and the results obtained, to ensure comprehension, as guided by the principle of representation;
-
Furthermore, the video capsules were required to adhere to the principle of representation, incorporating different presentation formats such as subtitling and written text, resources that improve both accessibility and social engagement of the students.
At this stage, students were also provided with all the information on how the specific and transversal competencies/skills of the students would be evaluated, in accordance with the expected learning outcomes in the laboratory practices, providing them with the rubric to be used once they had completed and handed in the video capsules (aligning with the principle of action and expression).
In order to guarantee a better understanding of the contents of the teaching project, an infographic showing the most important characteristics of the project, which was always accessible to the students, was also prepared (principle of representation).
2.4. Generation of a Bank of Digital Learning Resources
One of the requirements for creating the video capsules was that they needed to be subtitled and include specific written explanations. These resources would enhance both accessibility and social engagement for the students. Thus, during the development of these tasks, content and a teaching–learning methodology that favored accessibility for a more inclusive and equal-opportunity education were generated. The video pills have been published in the virtual classrooms of the corresponding subjects as a resource to enhance learning, as well as in the digital repositories of the University.
2.5. Evaluation of the Video Capsules
Upon the delivery of the video capsules to the teachers on the predetermined date, the teaching team proceeded with an evaluation based on a pre-established rubric (Table 1). This rubric encompasses 10 evaluative characteristics, emphasizing those expounded by the teacher during the project’s introductory session. The initial characteristic to consider is the duration of the video capsule (3–4 min maximum). Another significant characteristic is the sequence of the sections within the video capsules, including the identification and description of the laboratory materials used, the procedure, and the objective. Additional characteristics related to proper presentation were also assessed, such as an appropriate description of the subject, grade, course, teaching, team name, and the names of the students. Moreover, the assessment items correspond to the criteria communicated for an acceptable elaboration shared in the classroom, focusing on accessibility based on the principles of UDL. These include ensuring access to the created material, its identification and comprehension, presentation formats, and accessibility options for both virtual and cognitive, visual, and auditory access, through language use, clarity in presentation, and subtitle usage. A maximum score of 1 was assigned to each of these evaluative characteristics; consequently, the highest possible score for the evaluation of a video capsule was 10 (Table 1).
The video capsules were independently evaluated by the teachers. In total, each video capsule underwent six evaluations. The final score for each video capsule produced by each working group was determined by calculating the average of the scores assigned by all the teachers who evaluated the work.
The final score of the video capsules was part of the final mark of the laboratory practices of the subjects of Environmental Microbiology and Biochemistry. The video capsule accounted for 25% of the final mark of the laboratory practical, while the other 75% consisted of the evaluation of a multiple-choice test of the content of the laboratory practice.
Once the video capsules were evaluated by means of the established rubric and the laboratory practices were examined, the knowledge of the students was evaluated by means of a quantitative analysis, where the grades obtained by the students were compared in relation to the previous academic year. Descriptive calculations (means and standard deviations) and one-way analysis of variance followed by Tukey’s post hoc test were conducted to assess the existence of significant differences between the average grades obtained according to the academic year. All analyses were performed using the statistical software Jamovi, version 2.5.4.0.
2.6. Evaluation of the Transversal Competencies Developed
A non-experimental, cross-sectional, and exploratory research design was adopted in order to learn about a phenomenon because of the development of the teaching innovation project and to find out how it manifested itself, in an attempt to learn about its properties and characteristics.
The research technique adopted was the survey because it provided a standardized, fast, and efficient procedure for data collection and analysis. The survey was completed by all students enrolled during the academic years 2022–2023 and 2023–2024, which were 44 and 29, respectively. The instrument used for data collection was the questionnaire, which would allow the assessment of the development and acquisition of transversal competencies by students in the university context. The questionnaire was designed based on the transversal competencies derived from the Tuning Project [5] and included in the learning outcomes of the subjects. They reflected 22 out of the 30 transversal competencies of the Tuning Project, broken down into 10 instrumental competencies, 3 interpersonal competencies, and 9 systemic competencies. This questionnaire included a total of 44 items: 22 statements, to assess the reaction or degree of agreement of the students with these, and 22 open questions. The statements were presented on a Likert-type scale with 5 response options, ascending according to the degree of agreement of the students with the development of transversal competencies from the realization of the accessible video capsules. The 22 open-ended questions were included with the aim of deepening the opinion of the students and thus achieving broader and richer information about the experience. With these questions, the students were asked to provide an example of a real situation that occurred during the whole process of making the video capsules and that they considered as having contributed to improving this transversal competency. This would allow us to extract results not only of the actions that favor the improvement in these competencies but also to know to what extent the students understand and know the meaning of this competency/skill.
3. Results
The total grades obtained in laboratory practices include the exam scores and the rating of video capsules and are graded on a scale from 0 to 10, with 10 being the highest possible score and 5 being the minimum passing score.
3.1. Evaluation of Laboratory Practices
3.1.1. Environmental Microbiology (EM) Course
The average grade obtained during the 2022–2023 academic year was 7.46 (Table 2), significantly higher (p < 0.001) than that obtained during the 2021–2022 academic year (without the production of video capsules), which was 6.51 (Table 2); this implies an increase in the average grade of 0.95 (a 9.5% increase). The same is observed in relation to the 2023–2024 academic year, whose average grade was 7.21 (Table 2), significantly higher (p < 0.01) than that of the 2021–2022 academic year; this implies an increase in the average grade of 0.70 (a 7% increase). There have been no significant differences between the average grades of the 2022–2023 and 2023–2024 academic years.
If only the laboratory practice exam score is considered (excluding the video capsules grading), an increase is likewise observed in the average grades obtained by the students in the 2022–2023 and 2023–2024 academic years, which were 7.32 and 6.83, respectively (Table 2), compared to the 2021–2022 academic year (without the production of video capsules), which was 6.51 (Table 2), although the differences were not statistically significant. In any case, this indicates an enhancement in the average examination score of 0.81 (an 8.1% increment) in the 2022–2023 academic year and 0.32 (a 3.2% increment) in the 2023–2024 academic year, compared to the 2021–2022 academic year.
The average grades for the video capsules were 7.87 for the academic year 2022–2023 and 8.95 for 2023–2024 (Table 2), indicating an increasing interest in the activity and an excellent execution thereof.
These results indicate that the implementation of video capsules in the EM course significantly improves the average grade of the laboratory practice assessments (Figure 1) and, consequently, the overall course grade.
3.1.2. Biochemistry (BIO) Course
Regarding the average grade of laboratory practice in BIO, a significant increase (p < 0.05) is observed in the mean corresponding to the academic year 2022–2023 (7.12) when compared to the previous academic year (6.59; Table 3). These suggest that in the academic year 2022–2023, the performance of the video capsules in BIO subject significantly improved the mean of the total grade of the laboratory practices, whereas the mean corresponding to the academic year 2023–2024 (6.50) equals the mean corresponding to the academic year 2021–2022 (6.59), suggesting that the video capsules did not have the expected impact in the average grade of laboratory practice. As in the EM subject, there have been no significant differences between the average grades of the 2022–2023 and 2023–2024 academic years.
We should highlight that the average grades for the video capsules were 8.12 for the academic year 2022–2023 and 7.62 for 2023–2024 (Table 3), indicating, as in the EM subject, an outstanding interest in and excellent execution of the activity at the Biochemistry subject, although it was not enough to significantly enhance the average examination score in either academic year, 2022–2023 (6.79) or 2023–2024 (6.17), compared to the 2021–2022 academic year (6.59).
Taking all these considerations together, the implementation of video capsules in this subject is not directly connected to the improvement in the average grade of the laboratory practice assessments each year (Figure 2) but, considering the remarkable marks obtained, it appears that the activity reinforces the interest and cooperative work among the students in the subject.
3.2. Evaluation of the Development and Acquisition of Cross-Curricular Competencies: Instrumental, Interpersonal, and Systemic Skills
Considering the amount of qualitative data collected during the academic years 2022–2023 and 2023–2024 through the 22 open-ended questions of the survey, which allowed for the assessment of the development and acquisition of transversal competencies in students, this article has chosen to include only the most relevant data corresponding to the 22 Likert scale items. Thus, the main results of the academic years 2022–2023 and 2023–2024 are analyzed and compared according to the three dimensions in which transversal competencies are classified: instrumental, interpersonal, and systemic. The statements or assertions were presented using a 5-point Likert scale for response options in ascending order according to the degree of agreement. When applied to the level of development of transversal competencies following the creation of the video capsules, they correspond to 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
3.2.1. Instrumental Competencies
In relation to instrumental competencies, the ability to search for and manage information stands out (see Table 4). This competence focuses specifically on the students’ ability to manage the information provided by teachers. This includes both the practice workbooks and the information provided to create knowledge video capsules that meet minimum accessibility criteria, following the principles of universal design in the educational environment. In the 2022–2023 academic year, 90.5% of students agree (4) or completely agree (5) with this statement. In the following year, it is observed that the degree of agreement with this statement is more distributed among the different options and that the percentage of students who indicated values 4 and 5 drops slightly, to 83.3%.
The ability to organize and plan the activity (time management) presents, in the 2022–2023 course, a greater dispersion than in the previous item (see Table 5), although it reaches 78.6% in values 4 and 5 of the response scale. This makes it one of the competencies that obtained the greatest development in the students during the elaboration of the video capsules in the referred course. In the 2023–2024 course, a smaller dispersion is observed and the percentage of values 4 and 5 reaches a total of 83.2% (almost identical to the previous item), increasing considerably for value 4.
Regarding the items related to language expression, the ability to express oneself verbally in one’s own language stands out. This ability shows the lowest dispersion among the instrumental competencies in the 2022–2023 academic year, with responses between values 4 and 5 on the Likert-type scale reaching a total value of 90.4% (see Table 6). In the case of the 2023–2024 academic year, this concentration of responses in the high values becomes more acute, with 70.8% of the options completely agreeing (5).
When we evaluate the ability to express oneself non-verbally, we observe a greater dispersion. The responses are concentrated in values 4 and 5 of the response scale, with 38.1% and 45.2%, respectively, as can be seen in Table 7. This suggests that, although to a lesser extent than verbal expression, the ability to communicate non-verbally has also been considered as one of the competencies that the students have had the opportunity to develop in the 2022–2023 course from the performance of the proposed activity. If we compare the data with those obtained in this last academic year, the total of values 4 and 5 is exactly the same: 83.3%. However, we can observe a remarkable increase again in the highest value of conformity (5) in the 2023–2024 academic year, reaching 58.3%.
Finally, Table 8 shows how the development of the capacity for self-criticism, understood not only as the ability to learn from mistakes but also from successes, is another of the instrumental skills highly valued by the participating students. The results in the 2022–2023 academic year reach 47.6% and 40.5% in values 4 and 5 of the scale, respectively. In the 2023–2024 academic year, self-criticism scores were even higher, with responses concentrated in values 4 and 5 with a total of 91.7%.
3.2.2. Interpersonal Competencies
Regarding the questions in the questionnaire related to interpersonal competencies, the results in Table 9 highlight the improvement in personal relationships among peers. In addition, this competence obtains one of the highest values in terms of interpersonal relations for the 2022–2023 academic year, with 50% of the responses in value 5 of the response scale. On the other hand, the results obtained in the 2023–2024 academic year increase, since the students consider that the relationships with their peers are even better and that the value 5 reaches a total of 62.5%.
With somewhat more dispersion but maintaining high values in response options 4 and 5 (with a total of 78.6%), Table 10 shows the increase in the ability in interpersonal relationships with the faculty that occurred during the 2022–2023 academic year. Although this fact was not the main objective of the project, it is necessary to highlight it because of its relevance for maintaining this type of action with university students. The proof of this is that, in the following academic year 2023–2024, the results of this ability are better and up to 62.5% of the students completely agree with the fact that this training activity improved their skills to relate to the teaching staff.
Finally, teamwork is the interpersonal skill that was most favored as a result of the development of the activity during the 2022–2023 academic year (see Table 11). In addition, it is the response with the highest value reached in this dimension for option 5, with 54.8% of the responses. This result confirms that this type of didactic strategy also encourages cooperation among peers through work teams. However, the results of the 2023–2024 course show a setback in this ability, since, despite a slight increase in option 5 (58.3%), the responses are more dispersed and the central value in which the students do not position themselves with respect to the statement (3) is the one that increases the most with respect to the previous course.
3.2.3. Systemic Competencies
Regarding the third dimension of competencies and for the 10 systemic competencies consulted, the ability to pay attention to tasks and worry about performing them optimally stands out. The overall values reach 92.9% in the 2022–2023 academic year, considering the sum of options 4 and 5 in the response scale (see Table 12). In the 2023–2024 academic year, this total value is even higher and reaches 95.8%, which shows the importance of these activities for developing essential professional skills in university students.
Finally, although with a lower overall value than the previous competence, we observe in Table 13 that the ability to apply practical knowledge in the elaboration of video capsules reached the highest values in the 2022–2023 course in the maximum response option (value 5), with 64.3% of the responses in this range. In the 2023–2024 academic year, the percentage of responses for this value was higher and there was even an increase in the number of responses for value 4, reaching a total of 95.8%. These results reflect the importance of providing students with activities that allow training in practical situations applied to another context. In addition, the exchange of roles also contributes to the generalization of both learning and experience.
4. Discussion
In the emerging educational model, student participation in their own learning is essential to achieve proper acquisition of competencies, both specific to a subject and of a transversal nature. In this regard, while it is true that many students currently use digital tools in their learning, the incorporation of ICTs as a tool to adapt teaching to current educational needs poses a challenge in some areas, such as laboratory practices. On the other hand, collaborative learning environments typically generate improvements in student learning by reinforcing their involvement in it, which translates into better grades. In addition, UDL is emerging as a need not only in secondary education but also in higher education.
In this pilot experience, the challenge was to overcome the difficulties of implementing ICTs as a resource to expand teaching methodology in laboratory practices through the creation of video capsules embracing the UDL principles related to different techniques performed in such practices via active and cooperative learning by the students. To analyze the usefulness of introducing this teaching methodology in laboratory practices, a comparative analysis of the grades obtained by students in laboratory practices was conducted for the course in which this methodology was implemented, compared with the immediately preceding course. The results indicate that the creation of video capsules significantly improved the overall final grades obtained by students in laboratory practices. This enhancement was particularly pronounced in the case of EM. The reason for this is twofold: firstly, due to the high scores achieved by students in the video capsule activity, and secondly, due to the probable superior learning outcomes, as evidenced by the higher average grades in practical exams. However, an outlier to this trend was observed in the BIO practical exam during the 2023–2024 academic year, where no improvement was noted. Also, and more notably in EM, the density histogram of the total laboratory practice grades over the three academic years studied showed a general improvement, not only in the average grade but also in the tendency of the distribution of the overall grades obtained by the students. Accordingly, the correlation between the utilization of video capsules and the enhancement of academic performance, as observed in the current study, has been substantiated in previous publications [29,30].
This work has provided the opportunity to disseminate video capsules and promote access to this type of resource by students and teachers not only from the University where the video capsules were developed but also to those unaffiliated with it, as it is considered a useful and accessible educational resource. In this regard, students are very creative in producing the videos, making the explanations enjoyable and understandable for all types of students.
Likewise, this work serves as an example of how a university teaching innovation project, designed in an interdisciplinary manner and based on the principles of UDL and accessibility, has allowed the development of cross-cutting competencies in a group of Environmental Science students within the specific context of laboratory practices. Traditionally, this learning space enables students to develop and acquire practical skills through the handling of instruments and equipment, as well as to deepen their understanding and consolidate theoretical concepts previously acquired by executing specific methods and techniques. The intention behind this project was for this space and the actions carried out within it to become a means for students not only to acquire specialized competencies related to this thematic area but also to develop a set of instrumental, interpersonal, and systemic competencies that would shape future professionals with greater sensitivity and social commitment [31].
In response to the main objectives of this study, it can be affirmed, after analyzing the obtained results, that utilizing the principles of universal accessibility and design for all, more specifically, the guidelines of UDL for the implementation of formative activities by students, not only guarantees access to information and understanding of information but also promotes the development of cross-cutting competencies (which are necessary throughout life in all its dimensions and contexts). The creation of knowledge video capsules by the students themselves, working in teams and following accessibility guidelines for use and enjoyment by people with different sensory, cognitive, and linguistic abilities, has served as a tool not only for the development of certain specific competencies but also for the acquisition and improvement in cross-cutting competencies such as the ability to manage information, to organize and plan a specific activity, to express oneself verbally and non-verbally, to apply the knowledge acquired to practice, and to have better skills for interpersonal relationships.
The results achieved in this study highlight the importance of any curriculum, including university curricula, to consider ‘the development of learning strategies—skills learners need to comprehend, evaluate, synthesize, and transform information into usable knowledge’ [32]. Furthermore, in line with [9,33], the data from this work indicate that expanding the portfolio of activities offered to university students, designed from the outset in a truly universal manner that suits all people, and including technological resources and cooperative learning strategies increases student participation and satisfaction with the learning process.
In this way, from university classrooms, it is possible to contribute not only to the formation of professionals who are experts in their field of work but also to more committed individuals in a society where education is more inclusive and where no one should be left behind. From the outset, it is necessary to generate spaces of trust, where diversity is welcomed as something natural in the environment and where any need for adjustment due to disability or specific educational support needs can be discussed calmly and naturally, as well as the different styles and/or learning preferences presented by the students, as established by the principles of UDL.
5. Conclusions
The creation of video capsules during laboratory practices and the methodology employed for the development of the project have allowed students to acquire knowledge and attitudes that have had a very positive direct influence on the academic outcomes of the subjects of Environmental Microbiology and Biochemistry in the Bachelor’s Degree in Environmental Sciences (Rey Juan Carlos University). This is reflected in the grades obtained by the students in this activity through two different academic years, compared with the grades obtained in the previous academic year, when this activity was not implemented. Besides academic improvement, it has facilitated the acquisition of a set of instrumental, interpersonal, and systemic competencies that will shape future professionals with greater sensitivity and social commitment. In this regard, students have acquired knowledge about UDL guidelines, with accessibility as a requirement for the elaboration of the video capsules. Finally, it has allowed the creation of a bank of resources for learning, which will be available for other students within the degree, as well as for students in high school, as a resource to increase their interest in environment-related and scientific degrees.
Conceptualization, N.N., P.C., R.V.-B., R.H.G.-M., O.d.L. and R.E.-C.; methodology, N.N., P.C., R.V.-B., R.H.G.-M., O.d.L. and R.E.-C.; formal analysis, N.N.; investigation, N.N., P.C., R.V.-B., R.H.G.-M., O.d.L. and R.E.-C.; resources, N.N., P.C., R.V.-B. and O.d.L.; writing—original draft preparation, N.N., P.C., R.V.-B., R.H.G.-M., O.d.L. and R.E.-C.; writing—review and editing, N.N., P.C., R.V.-B., R.H.G.-M., O.d.L. and R.E.-C.; supervision, N.N.; project administration, N.N.; funding acquisition, N.N., P.C., R.V.-B., R.H.G.-M., O.d.L. and R.E.-C. All authors have read and agreed to the published version of the manuscript.
Ethical review and approval for this study were waived for the educational innovation projects approved by Rey Juan Carlos University (URJC) in 2022-24, as the URJC ethics committee regulations were approved in May 2024. The project ensured ethical standards and participant integrity, which were upheld.
Informed consent was obtained from all students involved in the study.
The data presented in this study are available on request from the corresponding author due to academic reasons.
The authors declare no conflicts of interest.
Footnotes
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
Enlarge this image.Figure 1. Density histogram of the total laboratory practice grades for the Environmental Microbiology course over the three academic years studied.
Enlarge this image.Figure 2. Density histogram of the total laboratory practice grades for the Biochemistry course over the three academic years studied.
Rubric for the assessment of video capsules.
| Maximum Score | |
|---|---|
| Duration | 1 |
| Identification and description of the material used in the laboratory | 1 |
| Procedure | 1 |
| Aim | 1 |
| Description: subject, grade, course, teaching, team name, name of the students in the team, picture of the team, and indication of the academic activity | 1 |
| Initiative and creative ability: care of formatting and presentation | 1 |
| Active voice to facilitate understanding | 1 |
| Clarity in the visual presentation of content | 1 |
| Subtitles | 1 |
| Final result | 1 |
Breakdown of all the laboratory practice average grades for the Environmental Microbiology course: laboratory practice exam score, video capsules score, and total average grade (exam and video capsules), over the three academic years studied.
| Academic Year | Average Laboratory Practice Exam Score | SD | Average Video Capsules Score | SD | Average Grade of Laboratory Practice | SD |
|---|---|---|---|---|---|---|
| 2021–2022 | 6.51 | 1.25 | - | - | 6.51 | 1.25 |
| 2022–2023 | 7.32 | 1.32 | 7.87 | 0.70 | 7.46 | 1.00 |
| 2023–2024 | 6.83 | 0.86 | 8.95 | 0.24 | 7.21 | 0.81 |
Breakdown of all the laboratory practice average grades for the Biochemistry course: laboratory practice exam score, video capsules score, and total average grade (exam and video capsules), over the three academic years studied.
| Academic Year | Average Laboratory Practice Exam Score | SD | Average Video Capsules Score | SD | Average Grade of Laboratory Practice | SD |
|---|---|---|---|---|---|---|
| 2021–2022 | 6.59 | 0.80 | - | - | 6.59 | 0.80 |
| 2022–2023 | 6.79 | 1.43 | 8.12 | 0.94 | 7.12 | 1.10 |
| 2023–2024 | 6.17 | 1.09 | 7.62 | 1.36 | 6.50 | 1.01 |
Information search and management: ability to manage the information provided by the teacher. 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 2.4% | 2.4% | 4.8% | 47.6% | 42.9% |
| 2023–2024 | 4.2% | 4.2% | 8.3% | 50% | 33.3% |
Organization and planning: ability to organize and plan the activity (time management). 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 2.4% | 2.4% | 16.7% | 38.1% | 40.7% |
| 2023–2024 | 0% | 0% | 16.7% | 54.2% | 29.1% |
Verbal expression in one’s own language: ability to express oneself orally in one’s own language. 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 2.4% | 2.4% | 4.8% | 45.2% | 45.2% |
| 2023–2024 | 0% | 0% | 8.4% | 20.8% | 70.8% |
Non-verbal expression: ability to express oneself non-verbally (non-verbal language). 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 2.4% | 4.8% | 9.5% | 38.1% | 45.2% |
| 2023–2024 | 0% | 4.2% | 12.5% | 25% | 58.3% |
Self-criticism: capacity for self-criticism (learning from mistakes and successes). 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 2.4% | 0% | 9.5% | 47.6% | 40.5% |
| 2023–2024 | 0% | 0% | 8.3% | 29.2% | 62.5% |
Interpersonal (peer) relations: skill in interpersonal relations with students. 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 4.8% | 4.8% | 7.1% | 33.3% | 50% |
| 2023–2024 | 0% | 4.2% | 0% | 33.3% | 62.5% |
Interpersonal relations (faculty): ability in interpersonal relations with faculty. 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 4.8% | 4.8% | 14.3% | 31% | 47.6% |
| 2023–2024 | 0% | 4.2% | 8.3% | 25% | 62.5% |
Teamwork: ability to work in a team. 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 0% | 7.1% | 9.5% | 28.6% | 54.8% |
| 2023–2024 | 0% | 8.3% | 20.8% | 12.5% | 58.3% |
Concern for quality: the ability to care about the quality of the work and to do things well. 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 2.4% | 0% | 4.8% | 31% | 61.9% |
| 2023–2024 | 0% | 0% | 4.2% | 33.3% | 62.5% |
Applying knowledge to practice: the ability to apply knowledge from practice to video making. 1: ‘not developed’, 2: ‘slightly developed’, 3: ‘moderately developed’, 4: ‘quite developed’, and 5: ‘highly developed’.
| 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|
| 2022–2023 | 0% | 2.4% | 9.5% | 23.7% | 64.3% |
| 2023–2024 | 0% | 0% | 4.2% | 29.1% | 66.7% |
References
1. Haug, G. Quality Assurance/Accreditation in the Emerging European Higher Education Area: A Possible Scenario for the Future. Eur. J. Educ.; 2003; 38, pp. 229-240. [DOI: https://dx.doi.org/10.1111/1467-3435.00143]
2. Montero Curiel, M. El proceso de Bolonia y las nuevas competencias. Tejuelo; 2010; 9, pp. 19-37.
3. Rué, J. Enseñar en la Universidad. El EEES Como Reto Para la Educación Superior; Ed. Narcea: Madrid, Spain, 2007.
4. González, J.; Wagenaar, R. Tuning Educational Structures in Europe; Universidad de Deusto Publishing House: Bilbao, Spain, 2003; 339p.
5. González, J.; Wagenaar, R. Ajuste de las Estructuras Educativas en Europa II. La Contribución de las Universidades al Proceso de Bolonia. Una Introducción; Editorial Universidad de Deusto Publishing House: Bilbao, Spain, 2009.
6. España. Real Decreto 822/2021, de 28 de septiembre, por el que se establece la organización de las enseñanzas universitarias y del procedimiento de aseguramiento de su calidad. Boletín Oficial del Estado; 2021; 233, pp. 119537-119578. Available online: https://www.boe.es/eli/es/rd/2021/09/28/822/dof/spa/pdf (accessed on 6 June 2024).
7. Diaz-Vega, M.; Moreno-Rodriguez, R.; Lopez-Bastias, J.L. Educational Inclusion through the Universal Design for Learning: Alternatives to Teacher Training. Educ. Sci.; 2020; 10, 303. [DOI: https://dx.doi.org/10.3390/educsci10110303]
8. Rose, D.; Meyer, A. The Universally Designed Classroom: Accessible Curriculum and Digital Technologies; Harvard Education Press: Cambridge, USA, 2005.
9. Dalmau Montalá, M.; Guasch Murillo, D.; Sala Bars, I.; Llinares Fité, M.; Dotras Ruscadella, P.; Álvarez Suau, M.H.; Giné Giné, C. Diseño Universal Para la Instrucción: Indicadores Para su Implementación en el Ámbito Universitario; Cátedra de Accesibilidad Pubishing House (Universidad Ramón Llull-Universitat Politècnica de Catalunya): Vilanova i la Geltrú, Spain, 2015.
10. Espada-Chavarria, R.; González-Montesino, R.H.; López-Bastías, J.L.; Díaz-Vega, M. Universal Design for Learning and Instruction: Effective Strategies for Inclusive Higher Education. Educ. Sci.; 2023; 13, 620. [DOI: https://dx.doi.org/10.3390/educsci13060620]
11. Calderon, A. Massification of Higher Education Revisited; RMIT University: Melbourne, Australia, 2018.
12. Hamilton, L.G.; Petty, S. Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Front. Psychol.; 2023; 14, 1093290. [DOI: https://dx.doi.org/10.3389/fpsyg.2023.1093290] [PubMed: https://www.ncbi.nlm.nih.gov/pubmed/36874864]
13. Alba, C. Educación inclusiva y enseñanza para todos: El Diseño Universal para el Aprendizaje. Diseño Universal Para el Aprendizaje: Educación Para Todos y Prácticas de Enseñanza Inclusiva; Alba, C.; Arathoon, A.; Blanco, M.; Sánchez, P.; Zubillaga, A.; Sanchez, J.M. Editorial Morata: Las Rozas de Madrid, Spain, 2016; pp. 11-18.
14. Álvarez-Arcá, I. COVID-19: El Impulso Definitivo Hacia la Universidad Digitalizada; Repositorio Institucional de la Universidad de Málaga Publishing House: Málaga, Spain, 2020.
15. Carrillo, C.; Flores, M.A. COVID-19 and teacher education: A literature review of online teaching and learning practices. Eur. J. Teacher Educ.; 2020; 43, pp. 466-487. [DOI: https://dx.doi.org/10.1080/02619768.2020.1821184]
16. Santos, J.I.; Galán, J.M.; Izquierdo, L.R.; del Olmo, R. Aplicaciones de las TIC en el nuevo modelo de enseñanza del EEES. Dir. Y Organ.; 2009; 39, pp. 5-11. [DOI: https://dx.doi.org/10.37610/dyo.v0i39.22]
17. Cáceres, C.; Esteban, N.; Borrás, O.; Becerra, D. Estrategias de Adaptación Metodológica y Tecnológica Ante la Pandemia del COVID-19 en la Universidad; Dykinson Publishing House: Madrid, Spain, 2021.
18. Wiske, M.; Sick, M.; Wirsig, S. New technologies to support teaching for understanding. Int. J. Educ. Res.; 2001; 35, pp. 483-501. [DOI: https://dx.doi.org/10.1016/S0883-0355(02)00005-8]
19. Sáez López, J.M. Valoración del impacto que tienen las TIC en educación primaria en los procesos de aprendizaje y en los resultados a través de una triangulación de datos. Relatec; 2012; 11, pp. 11-24.
20. Suasnabas-Pacheco, L.S.; Avila-Ortega, W.F.; Díaz-Chong, E.J.; Rodríguez-Quiñonez, V.M. Las Tics en los procesos de enseñanza y aprendizaje en la educación universitaria. Dominio De Las Cienc.; 2018; 3, pp. 721-749. [DOI: https://dx.doi.org/10.53591/iti.v8iEE.135]
21. Carvajal, J.L.; Suárez, F.; Quiñónez, X. Las TIC en la educación universitaria. Univ. Cienc. Y Tecnol.; 2018; 22, pp. 31-35.
22. Calvo, I.; Zulueta, E.; Gangoiti, U.; López, J.M. Laboratorios remotos y virtuales en enseñanzas técnicas y científicas. Ikastorratza e-Rev. De Didáctica; 2008; 3, pp. 1-21.
23. Navarro, N.; Rodríguez, I.; de Luis, O.; Llorente, I.; Vila, R.; Abad, M.; Fraguas, A. Ejemplos de acciones urgentes de virtualización para desarrollo de prácticas y salidas al campo durante el confinamiento de 2020. Estrategias de Adaptación Metodológica y Tecnológica Ante la Pandemia del COVID-19 en la Universidad; Dykinson Publishing House: Madrid, Spain, 2021.
24. Pérez Navio, E.; Rodríguez Moreno, J.; García Carmona, M. El uso de mini-vídeos en la práctica docente universitaria. Edmetic; 2015; 4, pp. 51-70. [DOI: https://dx.doi.org/10.21071/edmetic.v4i2.3962]
25. Hug, T.; Friesen, N. Outline of a Microlearning Agenda. eLearning. Papers; 2009; 16, pp. 1-13.
26. Crespo, M.; Sanchez-Saus, M. Learning Pills for the Improvement of University Education: The Case of the Degree Thesis in the Degree of Linguistics and Applied Languages of University of Cadiz. Educ. Knowl. Soc.; 2020; 21, pp. 1-10.
27. Vázquez-Rodríguez, I.; Rodríguez-López, M.; Blanco-Hortas, A.; Da Silva-Domínguez, J.L.; Mora-Bermúdez, M.J.; Varela-Centelles, P.; Santana-Mora, U. Addressing gaps in transversal educational contents in undergraduate dental education. The audio-visual ‘pill of knowledge’ approach. Eur. J. Dent. Educ.; 2019; 23, pp. 527-531. [DOI: https://dx.doi.org/10.1111/eje.12462] [PubMed: https://www.ncbi.nlm.nih.gov/pubmed/31441570]
28. Fassbender, W.J. The potential for (more-than-)representational video in education research. Int. J. Res. Method Educ.; 2021; 44, pp. 241-256. [DOI: https://dx.doi.org/10.1080/1743727X.2020.1772743]
29. Monedero, C.R.; Pulla, G.L.; Mercado, M.T. Una propuesta para el uso de píldoras audiovisuales en la presentación de asignaturas de Ciencias de la Comunicación. Gtea; 2020; 10, pp. 174-187.
30. Ballestín Hinojosa, R.; Mesa Gresa, P.; Moragrega Vergara, I. Innovación educativa en Psicobiología: Píldoras educativas en Redes Sociales. Retos y Desafíos de la Innovación Educativa en la era Post-COVID 19; 1st ed. Ormaechea, S.L.; Sierra Sánchez, J. McGraw-Hill: Madrid, Spain, 2021; pp. 165-184.
31. Padilla-Castillo, G.; Ortega-Fernández, E.; Rodríguez-Hernández, J. Audiovisual Pills as a Tool for Training and Professional Preparation. Proceedings; 2021; 81, 7. [DOI: https://dx.doi.org/10.3390/proceedings2022081007]
32. CAST. Universal Design for Learning Guidelines; version 2.0 Center for Applied Special Technology: Wakefield, MA, USA, 2011; pp. 1-35.
33. Díez, E.; Sánchez, S. Diseño universal para el aprendizaje como metodología docente para atender a la diversidad en la universidad. Aula Abierta; 2015; 43, pp. 87-93. [DOI: https://dx.doi.org/10.1016/j.aula.2014.12.002]
© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Details
; Corrales, Patricia 2
; Vila-Bedmar, Rocio 2
; González-Montesino, Rayco H 3
; Oscar de Luis 2 ; Espada-Chavarria, Rosa 3
1 ICONO Teaching Innovation Group, Department of Biology and Geology, Physics and Inorganic Chemistry, Rey Juan Carlos University (URJC), Calle Tulipán s/n, 28933 Móstoles, Spain; Global Change Research Institute (IICG-URJC), Rey Juan Carlos University, Calle Tulipán s/n, 28933 Móstoles, Spain
2 ICONO Teaching Innovation Group, Department of Basic Health Sciences, Rey Juan Carlos University (URJC), Avenida de Atenas s/n, 28922 Alcorcón, Spain;
3 ICONO Teaching Innovation Group, Department of Educational Sciences, Rey Juan Carlos University (URJC), Camino del Molino 5, 28942 Fuenlabrada, Spain;