Persona:
Bautista-Cerro Ruiz, María Josefa

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0000-0002-3658-2191
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Bautista-Cerro Ruiz
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María Josefa
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2009 - 200922010 - 201912020 - 20242
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Mostrando 1 - 5 de 5
  • Miniatura
    Publicación
    Voces para una alfabetización ecosocial
    (Universidad Nacional de Educación a Distancia (España). Editorial, 2022) Murga Menoyo, María Ángeles; Bautista-Cerro Ruiz, María Josefa
  • Miniatura
    Publicación
    Guía PRADO: Sostenibilizar el currículo de la Educación Secundaria
    (['Murga-Menoyo, María Ángeles', 'Bautista-Cerro, María José', 'Universidad Nacional de Educación a Distancia (España)'], 2019) Aznar Minguet, Pilar; Borderías Uribeondo, María Pilar; Calero Llinares, María; Coronado Marín, Alfonso; Martínez Agut, María Pilar; Mayoral García Berlanga, Olga; Murga Menoyo, María Ángeles; Gómez Jarabo, Inmaculada; Saénz Rico de Santiago, Belén; Sabán Vera, Carmen; Sánchez Alba, Bienvenida; Ull Solis, María Ángeles; Vázquez Verdera, Toya; Vilches Peña, Amparo; González Galán, María Ángeles; Bautista-Cerro Ruiz, María Josefa
  • Miniatura
    Publicación
    Función social del e-learning. Seminarios formativos virrtuales
    (2009-09) Bardisa Ruiz, Teresa; Lebrero Baena, María Paz; Quicios García, Mª Del Pilar; Bautista-Cerro Ruiz, María Josefa
  • Miniatura
    Publicación
  • Miniatura
    Publicación
    Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects
    (Elsevier, 2024-07) Navío Marco, Julio; Mendieta Aragón, Adrián; Fernández de Tejada Muñoz, Victoria; Bautista-Cerro Ruiz, María Josefa
    The use of student-generated digital content is still limited in business management subjects, especially in blended and online courses, and it is particularly under-researched. This investigation analyses the results of a teaching innovation project in a business management subject in a bachelor’s degree at one of the largest hybrid universities in Europe. In the project, students are encouraged to be ‘instructors’, producing videos where they teach their classmates. The results reveal that the active role adopted by the student as instructor, through the creation of digital content, could foster a significant improvement in the understanding of the concepts of management, increase in the capacity to retain information and improve learning planning, among other benefits. The students enjoy this kind of activity, which promotes their engagement, and consider that digital content can be more effective than traditional printed resources. The findings show different results depending on the student’s role (instructor or learner). This study is also an invitation to deepen the capabilities of blended learning in business management, particularly in the use of these strategies in higher education.