Implementation of Virtual Learning Objects in the Development of Mathematical Skills: A Qualitative Analysis from the Student Experience

Author:

Cóndor-Herrera OmarORCID,Ramos-Galarza CarlosORCID,Acosta-Rodas PamelaORCID

Publisher

Springer International Publishing

Reference30 articles.

1. Callejas, M., Hernández, E., Pinzón, J.: Learning objects, a state of the art. Entramado 7(1), 176–189 (2011). https://www.redalyc.org/pdf/2654/265420116011.pdf

2. Karabatak, S., Polat, H.: The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Educ. Inf. Technol. 25(3), 1475–1495 (2019). https://doi.org/10.1007/s10639-019-09985-1

3. Kokko, A.K., Hirsto, L.: From physical spaces to learning environments: processes in which physical spaces are transformed into learning environments. Learn. Environ. Res. 24(1), 71–85 (2020). https://doi.org/10.1007/s10984-020-09315-0

4. Zownorega, S.: Effectiveness of flipping the classroom in a honors level, mechanics-based physics class. Unpublished Master’s thesis, Eastern Illinois University (2013). https://thekeep.eiu.edu/theses/1155

5. Cóndor, O.: Virtual learning objects in the mathematical educational process of elementary school students. Master’s thesis, Universidad Tecnológica Indoamérica (2020). http://repositorio.uti.edu.ec//handle/123456789/1520

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