Desarrollo del modelo de aprendizaje PLONG como innovación para desarrollar habilidades de comunicación y colaboración

Introducción. Las habilidades de comunicación y colaboración son muy importantes en el aprendizaje. Dichas habilidades ayudan a los estudiantes a tener éxito académico, pero muchos de ellos poseen habilidades bajas en colaboración y comunicación en las escuelas.

Objetivo. El propósito de este estudio es presentar las capacidades del modelo de aprendizaje PLONG (Jugar, Aprender, Hacer y Evaluar) para desarrollar las habilidades de comunicación y colaboración de los estudiantes.

Metodología, métodos y procesos de investigación. Se adopta el enfoque de investigación y desarrollo de ADDIE, que incluye análisis de necesidades, desarrollo tanto de modelos, materiales actividades, como su implementación en el campo y evaluaciones. En el estudio participaron voluntariamente 101 estudiantes y 10 profesores. Se presentan herramientas de viabilidad del modelo, foro de discusión grupal del modelo PLONG y colaboración en habilidades de comunicación. El análisis de datos implica el uso de métodos tanto cualitativos como cuantitativos.

Resultados y novedad científica. Se ha demostrado que el modelo de enseñanza PLONG es eficaz en el desarrollo de las habilidades de comunicación y colaboración de los estudiantes, según lo respaldan los análisis previos y posteriores a la intervención. El modelo propuesto promueve la formación de una motivación sostenible y fomenta la disposición de los estudiantes para trabajar en equipo. La novedad de este estudio radica en que el modelo de enseñanza PLONG se considera como un método integral de enseñanza, cuando los escolares, en el proceso de aprendizaje, incluidos los momentos de juego, tienen la oportunidad de evaluar de forma independiente los resultados de su aprendizaje. Además, el sistema PLONG proporciona comentarios para ayudar a los estudiantes a mejorar.

Significado práctico. Con el modelo PLONG, los estudiantes participan en juegos, aprendizaje, actividades y evaluaciones para crear un aprendizaje activo y atractivo y desarrollar de manera óptima habilidades de colaboración y comunicación.

1. Alfita L., Kadiyono A.L., Nguyen P.T., Firdaus W., Wekke I.S. Educating the external conditions in the educational and cultural environment. International Journal of Higher Education. 2019;8(8):34– 38. doi:10.5430/ijhe.v8n8p34

2. Bulkani B., Fatchurahman M., Setiawan M.A. Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success. Obrazovanie i nauka = The Education and Science Journal. 2023;25(8):115–133. doi:10.17853/1994-5639-2023-8-115-133

3. Muzakkir, Hussin Z., Razak R.A. Teachers’ beliefs towards character education curriculum in primary school: a systematic literature review. Education 3-13. 2022:1–15. doi:10.1080/03004279.2022.2142478

4. Yusop N.A. Systematic literature review: optimisation timetable in education to support Work-Life Balance (WLB). Journal of Computing Research and Innovation. 2022;7(2):316–326. doi:10.24191/jcrinn.v7i2.324

5. Khan M.M., Ahmad R., Fernald L.W. Diplomacy and education: a systematic review of literature. Global Social Sciences Review. 2020;5(2):1–9. doi:10.31703/gssr.2020(v-iii).01

6. Ponnusamy V.M., Hassan Z. Tamil schoolteachers’ knowledge competency on implementing creativity, critical thinking, collaboration and communication skills in classroom learning. International Journal of Academic Research in Progressive Education and Development. 2023;12(2):1006–1015. doi:10.6007/IJARPED/v12-i2/17364

7. Hidayatulloh M.K.Y., Ashoumi H. The perspective of work readiness in vocational school students with 21st century communication and collaboration skills. Cypriot Journal of Educational Sciences. 2022;17(7):2199–2206. doi:10.18844/cjes.v17i7.7588

8. Lima K., Oliveira A., Lellis I., Tavares E., Bagata E. Social skills in the educational context: a systematic study: Habilidades sociais no contexto educacional: um estudo sistemático. Concilium. 2023;23(14):132–146. doi:10.53660/CLM-1628-23J36

9. Claudia C.M. Strategies for developing students’ communication skills from the perspective of alternative pedagogies. In: European Proceedings of Educational Sciences 2022; Education, Reflection, Development-ERD 2021. doi:10.15405/epes.22032.9

10. Aasma, Gulfam N., Faiza J. A comparative study on communication skills of out of school and school going children with intellectual and developmental disabilities. Journal of Business and Social Review in Emerging Economies. 2022;8(2):597–604. doi:10.26710/jbsee.v8i2.2466

11. Braga I., Abreu A. Communication skills in higher education versus the labor market: different perceptions and valuations. In: Abreu A., Carvalho J.V., Liberato D., Galdames I.S., eds. Advances in Tourism, Technology and Systems. Vol. 340. Singapore: Springer Nature; 2023:229–345. doi:10.1007/978-981-19-9960-4_21

12. Odell M.R.L., Dyer K., Klett M.D. Collaboration and communication in science and technology education. In: Akpan B., Cavas B., Kennedy T., eds. Contemporary Issues in Science and Technology Education. Vol. 56. Cham: Springer Nature Switzerland; 2023:283–294. doi:10.1007/978-3-031-24259-5_20

13. Jaleniauskiene E., Leščinskij R., Jucevičienė P. Development of collaboration in the English for specific purposes courses: opportunities and challenges. Journal of Teaching English for Specific and Academic Purposes. 2019:7(3):311–327. doi:10.22190/JTESAP1903311J

14. Dula C.A.C., Porter A.L. Addressing challenges in skills-based education through innovation and collaboration. American Journal of Pharmaceutical Education. 2021;85(7):530–532. doi:10.5688/ajpe8788

15. Gallagher H.T., Gaenor D., Libby E., Jeanine. Collaborating with Colleagues and Other Professionals. Inclusive education for the 21st century. Routledge; 2019. 24 p.

16. Li S., Pöysä-Tarhonen J., Häkkinen P. Students’ collaboration dispositions across diverse skills of collaborative problem solving in a computer-based assessment environment. Computers in Human Behavior Reports. 2023;11:100312. doi:10.1016/j.chbr.2023.100312

17. Rodrigues F., Soares I. Leadership and communication development in academic context: case study at Portuguese naval academy. In: EDULEARN22 Proceedings. 2022:6689–6695. doi:10.21125/edulearn.2022.1579

18. AlAhmad H. The role of educational communication in promoting a student-centered learning style in multicultural classrooms: a reflective essay on learning and teaching in higher education. International Journal of Research in Education and Science. 2021;7(3):838–851. doi:10.46328/ijres.2374

19. Klefbeck K. Educational approaches to improve communication skills of learners with autism spectrum disorder and comorbid intellectual disability: an integrative systematic review. Scandinavian Journal of Educational Research. 2023;67(1):51–68. doi:10.1080/00313831.2021.1983862

20. Swingler M.V., Roy A., Manoli A., Gardani M., Hasty W., Macfarlane D. Bridging the gap: skill development in curricular, co-curricular and extracurricular activities and the impact on readiness for employment. 2024:1–57. doi:10.35542/osf.io/dvhmf

21. Bo L., Ding X., Wang S. A comparative analysis of traditional teaching and PBL model. Atlantis Press. 2022;664:1686–1690. doi:10.2991/assehr.k.220504.306

22. Liu Y., Huang M., Wu C., Yang R., Imparato M. Design of an online self-study platform based on campus scenes. In: 2023 11th International Conference on Information and Education Technology (ICIET). 2023:77–81. doi:10.1109/ICIET56899.2023.10111270

23. Almeida de Souza C., Ferreira da Fonseca R. Considerações acerca do uso da Aprendizagem Baseada em Problemas (PBL) em um Curso Técnico Integrado ao Ensino Médio. Revista de Educação Matemática. 2020;17:e020049–e020049. (In Portuguese) doi:10.37001/remat25269062v17id443

24. Robbins T.L., Kegley K. Playing with Thinkertoys to build creative abilities through online instruction. Thinking Skills and Creativity. 2010;5(1):40–48. doi:10.1016/j.tsc.2009.07.001

25. Lindley B.J., Mills L. Playing to learn: learning to TALK. British Journal of Special Education. 2022;49(3):350–374. doi:10.1111/1467-8578.12411

26. Arnott L. Play, adventure and creativity: unearthing the excitement and fun of learning. International Journal of Early Years Education. 2023;31(2):305–308. doi:10.1080/09669760.2023.2202929

27. Hall G. Learning, Psychology of Encyclopedia of Cognitive Science. John Wiley & Sons, Ltd; 2006. doi:10.1002/0470018860.s00562

28. Muhajirah M. Basic of learning theory: (behaviorism, cognitivism, constructivism, and humanism). IJAE International Journal of Asian Education. 2020;1(1):37–42. doi:10.46966/ijae.v1i1.23

29. Kelly K.T. Learning theory and epistemology. In: Arló-Costa H., Hendricks V.F., van Benthem J., eds. Readings in Formal Epistemology: Sourcebook. Cham: Springer International Publishing; 2016:695– 716. doi:10.1007/978-3-319-20451-2_33

30. Pérez-Rivas F.J., Rico-Blázquez M., López-López C., Domínguez-Fernández S., Cobos-Serrano J.L., Ajejas Bazán M.J. “Learning by doing”, a model for improving the promotion of healthy lifestyles by student nurses. BMC Nursing. 2023;22(1):1–7. doi:10.1186/s12912-023-01398-3

31. Oelkers J. Learning by doing: Eine kleine Ehrenrettung eines grossen Schlagworts. In: Dernbach-Stolz S., Eigenmann P., Kamm C, Kessler S., eds. Transformationen von Arbeit, Beruf und Bildung in internationaler Betrachtung. Wiesbaden: Springer Fachmedien; 2021:115–131. (In German) doi:10.1007/978-3-658-32682-1_7

32. Srinivasa K.G., Kurni M., Saritha K. Learning by doing. In: Srinivasa K.G., Kurni M., Saritha K., eds. Learning, Teaching, and Assessment Methods for Contemporary Learners: Pedagogy for the Digital Generation. Singapore: Springer Nature; 2022:147–176. doi:10.1007/978-981-19-6734-4_7

33. Bulkani B., Setiawan M.A., Wahidah W. The discrepancy evaluation model in the implementation of online learning (on the basis of parents’ perceptions). Obrazovanie i nauka = The Education and Science Journal. 2022;24(2):116–137. doi:10.17853/1994-5639-2022-2-116-137

34. Acton R. Mapping the evaluation of problem-oriented pedagogies in higher education: a systematic literature review. Education Sciences. 2019;9(4):269. doi:10.3390/educsci9040269

35. Ponce O.A., Galán J.G., Pagán-Maldonado N. Research-Evaluation of Learning. Introduction to the Philosophy of Educational Research. River Publishers; 202. 200 p. doi:10.1201/9781003338697

36. Agustya S.V., Natalia K., Irwansyah I. Communication through hashtags in social movements: a systematic literature review. Journal of World Science. 2023;2(10):1563–1573. doi:10.58344/jws.v2i10.447

37. Rahayu S.M., Rosidin U., Herlina K. Development of collaboration and communication skills assessment tools based on project based learning in improving high school students the soft skills. Advances in Social Science, Education and Humanities Research. 2021;545:163–166. doi:10.2991/assehr.k.210423.082

38. Fulk B.M. Effective Communication in Collaboration and Consultation. Collaboration. Routledge; 2011. 414 p.

39. Kemouss H., Abdennour O., Erradi M., Khaldi M., Kemouss H., Abdennour O., et al. The ADDIE Pedagogical Engineering Model: From Analysis to Evaluation. Handbook of Research on Scripting, Media Coverage, and Implementation of E-Learning Training in LMS Platforms. IGI Global; 2023. 29 p.

40. Shahat H.A., Gaber S.A., Aldawsari H.K. Using the ADDIE model to teach creativity in the synthesis of raw materials. International Journal of Learning, Teaching and Educational Research. 2023;22(6):262–281. doi:10.26803/ijlter.22.6.15

41. Suratnu R. The adoption of the addie model in designing an instructional module: the case of malay language remove students. IJIET (International Journal of Indonesian Education and Teaching). 2023;7(2):262–270. doi:10.24071/ijiet.v7i2.3521

42. Tian B., Xie Z. Thoughts and design of ideological and political construction based on the ADDIE model. Applied Mathematics and Nonlinear Sciences. 2023;8(2):2021–2032. doi:10.2478/amns.2023.1.00306

43. Gong W. Application of the ADDIE model in the teaching practice of basketball skills. Applied Mathematics and Nonlinear Sciences. 2023;8(2):1993–2002. doi:10.2478/amns.2023.1.00303

44. Nesbitt K.T., Blinkoff E., Golinkoff R.M., Hirsh-Pasek K. Making schools work: an equation for active playful learning. Theory into Practice. 2023;62(2):141–154. doi:10.1080/00405841.2023.2202136

45. Wardhani M.K, Nduru M. Method of learning through play to facilitate the activeness of kindergarten students. JURNAL PENDIDIKAN DASAR NUSANTARA. 2023;8(2):250–262. doi:10.29407/jpdn.v8i2.19185

46. Păişi-Lăzărescu M. Learning and play at early childhood. LUMEN Proceedings. 2017;2:303–309. doi:10.18662/lumproc.icsed2017.33

47. Wagenaar A., Scherpbier A.J.J.A., Boshuizen H.P.A., van der Vleuten C.P.M. The importance of active involvement in learning: a qualitative study on learning results and learning processes in different traineeships. Advances in Health Sciences Education: Theory and Practice. 2003;8(3):201–212. doi:10.1023/A:1026036707461

48. Saputro S.D. The application of student centered learning through lesson study on quality and learning results. ISLLAC: Journal of Intensive Studies on Language, Literature, Art, and Culture. 2018;2(2):84–91. doi:10.17977/um006v2i22018p084

49. Wahyuni F.R.E., WIransah W., Syafruddin D., Bustami Y. The meta-analysis study of SAVI learning model on student’s cognitive aspects in biology learning. JPBIO (Jurnal Pendidikan Biologi). 2022;7(1):93–105. doi:10.31932/jpbio.v7i1.1550