Project-Based Learning (PBL) With Virtual Mediations And Computer Tools In An Animal Genetics Course In An Animal Science Program

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Donicer E. Montes Vergara , Alexander Pérez Cordero , William Niebles Núñez


The project-based learning (PBL) strategy, supported by virtual mediations and computer tools, is an effective method of learning complex subjects based on the use of problems as a starting point for the acquisition or reinforcement of knowledge. In this study, it is proposed to adapt the methodology and approach of PBL to use it as a method of approaching all the curricular contents of the subject Animal Genetics, of the Animal Science programme of the University of Sucre-Colombia. The strategy was developed in the time allotted for the course and was applied to 32 students. The degree of familiarization, academic productivity, asynchronous mediation through e-mail, spreadsheet mastery and appreciation of the methodology implemented were determined. The results showed that 100% of the students were unaware of the application of the strategy, initially showing fears at the beginning of the activity. On analyzing the reports submitted throughout the semester, it was found that 50.0% of the students achieved an average mark of 4.2±0.14, 40.6% achieved an average mark of 3.70±0.09 and only 9.4% obtained a failing mark. 55.2% of the students who achieved a passing grade had an average of more than 4.0 and 45.8% of the students were in the range 3.0- 3.9. The products delivered and the degree of completion were influenced by the degree of mastery of the spreadsheet and the level of email participation recorded. It was found that the learning strategy generated motivation in the students, reflected in the fulfilment of the goals and objectives set at the beginning of the course, and increased student-teacher interaction.

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