Crowdsourcing with University Students: Exam Questions

Sofia Estelles-Miguel (), Gregorio Rius-Sorolla (), Marta Palmer Gato () and José Miguel Albarracín Guillem ()
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Sofia Estelles-Miguel: Universitat Politècnica de València
Gregorio Rius-Sorolla: Universitat Politècnica de València
Marta Palmer Gato: Universitat Politècnica de València
José Miguel Albarracín Guillem: Universitat Politècnica de València

Chapter Chapter 8 in Advances in Crowdsourcing, 2015, pp 97-104 from Springer

Abstract: Abstract Incorporation into the European Higher Education Area (EHEA) has demanded the deployment of major changes in the teaching culture of University academic institutions. The utilization of educational strategies, based on the use of active methodologies that encourage students’ active role, the importance of “learning to learn,” and the ability to work together as a core competence are essential in change. Thus, active learning has become a priority in the development of curricula, and the center of gravity of the process should move toward methodologies that help students develop their professional skills, interpersonal relationships, and abilities to solve conflicts to apply theory to practice. The authors of the present article decided to do a crowdsourcing experiment with students from course 4 in the Faculty of Business Administration and Management who were studying the Production Management and Logistics (PML) subject. This subject used the PoliformaT platform. The crowdteaching technique optimizes lecturing by enabling the sharing and exchange of lecturing material following subject curricula. With crowdlearning, students learn by execution in collaborative projects. This article intends to demonstrate that students obtained better results when these techniques were applied.

Keywords: Collaborative projects; Crowdsourcing; Crowdteaching; Methodologies actives; Generic skills (search for similar items in EconPapers)
Date: 2015
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DOI: 10.1007/978-3-319-18341-1_8

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