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Collaborative Work Mediated by the Use of Google Drive as a Teaching Strategy Learning in Subjects of Research in Students of the Health Area
Author(s) -
Arroyo Ana Gabriela Campos,
Matías Flora María Cabrera,
Escobar Omar David Orlanzzini
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.03831
Subject(s) - medical education , quality (philosophy) , identification (biology) , psychology , subject (documents) , mathematics education , exploratory research , protocol (science) , computer science , medicine , world wide web , sociology , alternative medicine , philosophy , botany , epistemology , pathology , anthropology , biology
Scientific research in nutrition is essential to improve the quality of life of populations, identify health problems, propose health strategies and prevention plans for the most prevalent diseases. So, it is necessary to encourage students to interest in subjects related to research using innovative teaching and learning strategies that favor individual and collaborative learning. Objective Identify how the use of Google Drive contributes as a teaching‐learning strategy in the subject of research and development of degree projects in students in the area of health. Materials and methods The approach is mixed, concurrent and exploratory. 117 students from the Faculty of Nutrition Sciences of the University of Morelia were considered. At the beginning of the course, all students were asked to create a Gmail account in order to have access to all Google Drive tools. Once this was done, they were explained in face‐to‐face classes how to access and what elements the Google Drive platform has, individual folders with last name and first name were created and during the whole semester the students worked personally in their folders, developing activities in a way individual or in teams according to the programmed topic. One of the main activities carried out was the development of its own research protocol. Once the semester was completed, a questionnaire was applied through Google Forms, which consisted of two sections. The first section with identification questions and the second section with 15 closed and open questions to identify how the use of Google Drive. Contributes as a teaching‐learning strategy in research subjects. Results 97.9% of the students considered that Google Drive is a good teaching‐learning strategy, 95.7% indicated that it helped them learn and facilitated the realization of their research projects, and 97.9% indicated that it helped them to work on collaborative form. Conclusion The use of Google Drive can be a teaching‐learning strategy that contributes to working in a collaborative, real‐time, comfortable, dynamic way and that provides a new way in which the teacher and the student can keep a personalized follow‐up in each of the research projects that are carried out. Support or Funding Information Research supported and endorsed by the Santander University and University of Morelia.