INNOVARE. Revista de Ciencia y Tecnología. Vol. 12, No. 3, 2023
INNOVARE
Revista de Ciencia y Tecnología
Disponible en CAMJOL - Sitio web: www.unitec.edu/innovare/
1
Autor corresponsal: oarodriguezr@unitec.edu, Universidad Tecnológica Centroamericana, Campus San Pedro Sula, Honduras
Disponible en: http://dx.doi.org/10.5377/innovare.v12i3.17211
© 2023 Autores. Este es un artículo de acceso abierto publicado por UNITEC bajo la licencia https://creativecommons.org/licenses/by-nc/4.0/
Short Communication
The historical minute as a didactic strategy for the achievement of
communicative competence
El minuto histórico como estrategia para el logro de la competencia comunicativa
Valery A. Ochoa Perdomo
a
,
Oswaldo Antonio Rodríguez Reinoso
b,1
a
Escuela de Arte y Diseño, Universidad Tecnológica Centroamericana, UNITEC, San Pedro Sula, Honduras
b
Escuela de Ciencias de la Salud, Centro Universitario Tecnológico, Universidad Tecnológica Centroamericana, UNITEC,
San Pedro Sula, Honduras
Article history:
Received: 27 November 2023
Revised: 27 November 2023
Accepted: 3 December 2023
Published: 30 December 2023
Keywords
Active learning
Architecture education
Postpandemic
Universities
Palabras clave
Aprendizaje activo
Enseñanza de la arquitectura
Pospandemia
Universidad
ABSTRACT. Introduction. The dynamic nature of architecture as profession demands a shift towards competency-
based education to enable relevant performance by future professionals. One of the core competencies is
communicative skills, which poses a challenge for teachers dealing with students educated during the pandemic. This
study described the implementation of the historical minute dynamic to develop communicative competence. Methods.
A quasi-experimental, transactional study with a quantitative approach conducted in four sessions within the History
of Architecture II class at Universidad Tecnológica Centroamericana (UNITEC) in San Pedro Sula, Honduras. Results.
The historical minute dynamic enhanced students' verbal fluency despite not influencing their perception of oral
expression skills. It strengthened group work capabilities and creativity in realizing ideas. Conclusion. The perception
of oral expression skills by the students themselves suggests refining the didactic strategies in line with the learning
styles, to have a more significant impact on the achievement of communicative competence.
RESUMEN. Introducción. La naturaleza dinámica de la arquitectura como profesión exige un cambio hacia la
educación basada en competencias que permitan un desempeño relevante de los futuros profesionales. Una de las
competencias centrales es la comunicativa, que plantea un reto para los docentes tratando con estudiantes educados
durante la pandemia. El presente estudio describió la implementación de la dinámica el minuto histórico como vía para
el desarrollo de la competencia comunicativa. Métodos. Estudio cuasiexperimental, transaccional, de enfoque
cuantitativo desarrollado en cuatro fases dentro de la clase Historia de la Arquitectura II en la Universidad Tecnológica
Centroamericana (UNITEC) en San Pedro Sula Honduras. Resultados. La dinámica el minuto histórico favoreció la
fluidez verbal de los estudiantes pese a no incidir en la percepción de sus habilidades de expresión oral. Se fortalecieron
las capacidades de trabajo en grupo y la creatividad para concretar ideas. Conclusión. La percepción de las habilidades
de expresión oral por parte de los estudiantes sugiere refinar las estrategias didácticas de acuerdo con los estilos de
aprendizaje, para tener un impacto más significativo en el logro de la competencia comunicativa.
1. Introduction
Training in architecture traditionally focuses on
developing competencies related to architectural and
urban space planning, construction, and management.
This includes considerations of ethics, economics, social
factors, safety standards, and construction regulations.
Proficiency in advanced computer-aided design and
architectural representation tools is also crucial (Castaño
Perea & de la Fuente, 2013; Puig-Pey, 2017).
However, the dynamic nature of architecture as a
profession necessitates a shift toward competency-based
education that enables the development of competencies
in a holistic sense, relevant to the realities of today.
Tuning Educational Structures in Europe project
competencies are a dynamic combination of attributes that
describe what students can demonstrate at the end of an
educational process (Bravo Salinas, 2007). Becoming a
comprehensive architect requires developing both
technical (graphic expression) and soft skills (active
communication), as emphasized by the editorial team of
the platform Indeed (Equipo editorial de Indeed, 2023).
V. A. Ochoa Perdomo & O. A. Rodríguez Reinoso
INNOVARE. Revista de Ciencia y Tecnología. Vol. 12, No. 3, 2023
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Regarding the communicative competencies Concha et
al. (2020) states that there are three communication
competencies: oral, written, and multimodal through
technology. Nowadays, helping to develop such
competencies poses a challenge for teachers dealing with
students educated during the pandemic, particularly those
transitioning from the final years of school to the
university life without having developed the soft skills
that were expected in the traditional classroom education.
This forces teachers and educators to rethink on how to
manage these changes as we move towards the post-
pandemic era.
Such is the case of the course History of Architecture
II, included in the academic program of architecture
degree at Universidad Tecnológica Centroamericana
(UNITEC), in Honduras, in which it is envisaged that
students acquire communicative competence described as
individual’s ability to effectively engage in linguistic
community interactions. Upon returning to face-to-face
instruction, weaknesses in the development of
communicative competencies have been observed within
the student population of the university. This limitation
hinders their performance in contexts where such
competencies are required. This may be associated with
the prevalence of more passive learning styles because of
virtual instruction during the pandemic (Leiton et al.,
2022; Torres Belma 2020).
This study described the implementation of a teaching-
learning dynamic called “historical minute”, aimed to
enhance the communicative competence in the course of
History of Architecture II conducted between January-
April 2023. Historical minute is an educational strategy
that combines Flipped Learning, Game-Based Learning,
and Experiential Learning for the development of
communication skills and mastery of architectural
technical vocabulary.
2. Methods
This preliminary study was a quasi-experimental, cross
sectional, quantitative research conducted in four phases:
1) Determination of students’ learning style.
2) Adaptation and implementation of the historical
minute dynamic.
3) Application of an instrument to assess the acquisition
of communicative competence (pre and post) and the
implementation of dynamic.
4) Retesting of learning styles.
The sample consisted of fourteen architecture students,
12 females and 2 males, aged 16 and 20 years in the first
and second year of study. All were enrolled in the course
History of Architecture II at UNITEC, San Pedro Sula,
Honduras. This course is part of the pensum´s theoretical
core. The data collection techniques employed were:
a) The self-report VARK test (Fleming & Mills, 1992;
VARK Learn Limited, 2023). Respondents answered
a series of questions that present hypothetical
situations related to their learning style and
preferences when acquiring new information. These
questions were designed to help determine whether
the individual prefers visual (V), auditory (A),
reading/writing (R), or kinesthetic (K) learning, or if
they had a combination of these styles. From the
responses, a learning profile was obtained, indicating
which learning preferences the respondent had.
b) Electronic self-reported questionnaire to assess the
implementation of the historical minute learning
dynamic and communicative competence. The
questionnaire was structured into three sections:
demographic, assesses students' communication
skills (oral, written, and graphic), and students'
perception of innovative methods in the classroom,
centred on the activity.
c) Systematic observation throughout the development
of historical minute dynamic.
The minute dynamics aims to showcase the knowledge
acquired in the class through an individual or group
presentation lasting 1 minute. The central theme of the
"History of Architecture II" class focused on the
architectural styles and characteristics from Gothic to
Neoclassical in Europe and America. Building upon the
weekly lectures provided by the instructor, the
construction of a technical vocabulary consisting of 25
terms and employing various resources and strategies
from game-based learning, experiences, and the flipped
classroom model, students prepared for an oral
intervention throughout the ten weeks of the course.
3. Results
3.1. Learning styles
The initial application of the VARK learning styles test
showed a predominance of auditory style 6 (42.9%),
followed by kinesthetic style 4 (28.6%), visual style 3
(21.4%) and reading and writing style 1 (7.1%) among the
students. On the other hand, in the final application of the
test, the predominance of kinesthetic style 6 (42.9%) was
observed, followed by auditory style 5 (35.7%), visual
style 2 (14.3%) and reading and writing style 1 (7.1%).
The slight variation shown towards the kinesthetic
style allowed us to think that the dynamics of the historical
minute meant an experience of learning by doing, mainly
by collective work, rather than an experience centered
within the auditory style.
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Table 1
Assessments of the dynamics before and after.
Never
Almost never
Occasionally
Frequently
Always
Question 6
Before
After
Before
After
Before
After
Before
After
Before
After
Frequency of
participation in
oral discussions
in architectural
history class
0
(0)
0
(0)
3
(23)
1
(7.1)
9
(69.2)
1
(78.6)
1
(7.7)
1
(7.1)
0
(0)
1
(7.1)
How often do you
practice your
knowledge by
explaining it to
others?
1
(7.7)
0
(0)
4
(30.8)
2
(14.3)
7
(53.9)
10
(71.4)
1
(7.7)
2
(14.3)
0
(0)
1
(7.1)
Frequency of
studying in a
group to review
notes
1
(7.7)
0
(0)
7
(53.9)
2
(14.3)
5
(38.5)
4
(28.6)
0
(0)
7
(50)
0
(0)
1
(7.1)
Organize ideas in a
manner
Use appropriate
vocabulary
Maintain
attention in
public
Fluent
expression of
ideas
Question 8
Before
After
Before
After
Before
After
Before
After
Aspects that are
difficult in oral
expression
8
(28.6)
9
(28.1)
7
(25)
11
(34.4)
4
(14.3)
3
(9.4)
9
(32.1)
9
(28.1)
Very low
Low
Average
High
Very high
Question 9
Before
After
Before
After
Before
After
Before
After
Before
After
Speaking skill
levels
0
(0)
0
(0)
4
(30.8)
5
(35.7)
7
(53.8)
7
(50.0)
2
(15.4)
2
(14.3)
0
(0)
0
(0)
Improves verbal
fluency
More confidence
when speaking in
public
Development of
synthesis skills
Stimulates
creativity
None
Question 12
Before
After
Before
After
Before
After
Before
After
Before
After
Benefits that the
dynamics of the
Historical Minute
can provide
8
(26.7)
9
(25.0)
10
(33.3)
12
(33.3)
5
(16.7)
6
(16.7)
7
(23.3)
9
(25.0)
0
(0)
0
(0)
Strengthen speaking
skills
Structure concise
arguments
Develops
communication
skills
None
Question 13
Before
After
Before
After
Before
After
Before
After
How can
dynamics
strengthen oral
expression skills?
4
(36.4)
4
(28.6)
3
(27.3)
4
(28.6)
4
(36.4)
6
(42.9)
0
(0)
0
(0)
Question 14
Promoter
Passive
Detractor
Before
After
Before
After
Before
After
How much did
you enjoy
learning about
history using
dynamics?
1
2
5
8
3
4
Question 15
Promoter
Passive
Detractor
Before
After
Before
After
Before
After
How much would
I like to continue
using dynamics in
architecture
classes?
3
6
1
5
5
2
*Note: n = 13 in the before measurement and n = 14 in the subsequent one. This is due to changes in enrolment after starting the course.
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3.2. Historical minute dynamics
Throughout the ten weeks, a staggered improvement
was observed in the behavior and skills of the students
related to collaborative work, the management of
technical vocabulary and verbal fluency, with these
aspects of communicative competence being the most
difficult according to the students. Initially, shyness and
nervousness were noted during the presentation of the
dynamics individually (short sentences, sometimes read).
Subsequently, when they were grouped into pairs or
groups, an increase in self-confidence, greater disposition
in class and a positive adjustment in their study habits
were observed. In terms of communicative competence,
the dynamic had a positive impact on the ability to relate
to others (to practice their knowledge) and the creative
capacities to develop the dynamic each week.
3.3. The historical minute and its relationship with
communicative competence
Table 1 shows the assessment (before and after) of both
the dynamics and the communicative competence by the
students. The dynamic did not affect the students'
perception of their oral expression skills. However,
students showed improvements in verbal fluency and a
greater willingness to participate in discussion activities
in class. The mastery of technical vocabulary was the
communicational aspect that most limited oral expression.
Likewise, the student recognized that dynamics are
beneficial to strengthen their communicative competence,
as well as their abilities for teamwork, where socio-
emotional and communicative skills are decisive.
4. Discussion
This preliminary study implementing the strategy of
the historical minute found that the students recognized
that it was beneficial for the achievement of verbal
fluency skills, increasing participation in oral expression
activities in classes, stimulating creativity and
concretizing ideas makes evident the need to strengthen
the pedagogical-didactic approach based on recognizing
learning styles in students.
Communicative competence involves the management
of essential knowledge related to verbal fluency,
vocabulary management, discourse structuring and
precision in the senses that are communicated orally.
Within the university environment, the development of
this competence has been one of the main challenges for
improvement through different pedagogical-didactic
devices (Verano-Tacoronte et al., 2016; Gramaglia et al.,
2018; Urrego Cano, 2020).
Significant improvements in teamwork skills, peer
interaction and communication skills are concomitant
with learning styles related to experimentation or learning
by doing. From this, it is understood that the dynamics of
the historical minute have a positive impact on the
adequacy of socio-emotional relationships in contexts of
educational interaction.
The adoption of active and participatory
methodologies that seek to develop competency elements
around communication can, at the same time, have an
impact on the interrelationship between peers to mediate
the management of knowledge and knowledge in each
subject. In this regard, it is still important to consider a
perspective of the pedagogical relationship using Flipped
Learning to foster autonomy and debate (Doung-In,
2017), Game-Based Learning to improve historical
understanding through games (Prensky, 2003), and
Experiential Learning to engage students in direct
experiences related to history (Kolb, 1984).
5. Conclusion
The dynamics of the historical minute aimed at
strengthening communicative competences like verbal
fluency, creative ability to express ideas, to strengthen
socio-emotional skills that enhance teamwork, as well as
participation in class through discussion and debate
activities. The auto perception of oral expression skills by
the students suggests that teachers should refine the
didactic strategies in line with the learning styles, to have
a more significant impact on the achievement of
communicative competences.
6. Author Contributions
VAOP contributed to the conceptualization of the
problem, literature review, and data acquisition in the
methodology. OARR contributed to data analysis,
discussion, review, and manuscript editing. Both authors
approved the final version of the work.
7. Conflicts of Interest
The authors declare no conflicts of interest.
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