Este estudio pretende mejorar la comprensión del proceso de desarrollo de competencias genéricas en estudiantes de carreras técnicas de nivel superior, mediante la percepción de los propios estudiantes. Por medio de un estudio cualitativo de caso de tipo fenomenológico, se realizó un seguimiento durante tres años a ocho estudiantes de carreras técnicas de un centro de formación técnica que concentra una proporción relevante de la matrícula nacional, con presencia en todas las regiones de Chile, para indagar en torno a sus percepciones acerca de la efectividad del proceso de aprendizaje y a las prácticas pedagógicas utilizadas por sus docentes para el desarrollo de competencias genéricas. Los resultados sugieren que su desarrollo depende principalmente de: (a) la base de las competencias que trae el estudiante al ingresar a la institución; (b) el grado de dominio de las competencias por parte del profesor, la explicitación de los objetivos de aprendizaje y el nivel de interés que logre despertar en los estudiantes; (c) lo significativo y desafiante de las actividades diseñadas para trabajar dichas competencias; y (d) su grado de contextualización al entorno laboral.
Purpose Currently, higher education institutions are in charge of the complex task of connecting the knowledge that students acquire in the classroom to the requirements of the working world, preparing the students to face complex situations inherent in professional life. For this reason, the Tecnológico de Monterrey has included as part of the training of its students the modality, Semestre i, sustained through the teaching methodology of challenge-based learning. Recognizing this new way of learning, the purpose of this paper is to address the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management. Design/methodology/approach An exploratory factor analysis was performed on the factors associated with the Semestre i, as well as a correlational analysis between these and the academic achievement of the students in the 2017 August–December period. Findings The results indicate that the four constructs analyzed were potentialized under the modality, Semestre i – time management showing the least difference of the four when compared with the educational experience of students being traditionally taught throughout their semesters. Originality/value Semestre i is an innovative educational proposal where the undergraduate students learn in immersive, real-world contexts by experiencing semester challenges planned for them by the teaching body of the institution. Recognizing this new way of learning, this research addresses the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management.
Problem-based learning using authentic material from the web was used to teach metabolism in a biochemistry course. In place of traditional lectures, students' analyzed health or nutrition articles from newspapers and magazines, which were debatable from a scientific point of view, following the principles of problem-based learning. A mixed method was used to assess the students' perception, use of sources of information and web services while performing the task, and changes in self-directed learning. Students' perception was particularly positive. The majority stated that the methodology helped them to apply knowledge to real life and that they learned about the topic analyzed by their group. The perception that problem-based learning promotes the ability to solve problems, critical thinking, and collaborative work is noteworthy. Tutors considered that teams identified the problem and concluded correctly, noticing students' enthusiasm and motivation. The methodology also promoted scientific reading. More importantly, a significant improvement in self-directed learning of the 2014 cohort was detected. This intervention suggests that this methodology is a valuable alternative to motive and promote self-learning; representing an opportunity to shift the focus of instruction from the teacher to the student. The design of the activity and materials are described in detail. Also, limitations and solutions are discussed.
Se presenta un estudio en el marco de un proceso de cambio educativo en relación con la técnica Aula Invertida con apoyo de la herramienta de aprendizaje Living Class (LC) para apoyar el estudio de las disciplinas de química y ciencias sociales en educación media superior. El proceso de cambio se define a partir de dos aportaciones teóricas que integran cinco pasos: iniciación, planeación, implantación, evaluación e institucionalización. Se realizaron tres sub-estudios para indagar a profundidad el proceso de cambio que se suscitaba en la institución: uno sobre usabilidad de la herramienta LC y dos sobre percepción alrededor del proceso de cambio y apoyo en la herramienta, los cuales se enfocaron en colectar la percepción de docentes y estudiantes respectivamente. Participaron en total 4,708 estudiantes y 154 docentes. El estudio se enmarcó en el diseño metodológico de Métodos mixtos. Las conclusiones conllevaron a afirmar que el proceso de cambio educativo se encuentra en la fase de implantación. La discusión apunta a diagnosticar el estadio en el que se encuentra un proceso de cambio educativa de forma holística. Se realizan sugerencias para estudios futuros.Descriptores: Cambio, Aprendizaje, Recursos educativos abiertos, Educación formal, Educación básica.This article presents the results of a study made in order to analyze a process of educational change in upper secondary level. It focused on the implementation of Flipped Classroom technique supported by a learning tool called Living Class (LC). The educational change phenomena is defined within this study from two theoretical contributions that build a five steps process: initiation, planning, implementation, evaluation and institutionalization. Three sub-studies were conducted to investigate in depth the process of educational change that is experimented in the institution: one on LC usability and two others on students and teacher's perception about the target change process. A total of 4,708 students and 154 professors participated in this study. The methodological design was based on Mixed Methods. After the analysis, it is concluded that the target process is located by now in the implementation phase. The discussion points out the importance of diagnose an educational change phenomenon in a holistic way. Some suggestions for future studies are given.Keywords: Change, Learning, Open educational resources, Formal education, Basic education.K. E. Gallardo, M. A. Alvarado, A. Lozano, C. S. López Cruz y S. Gudiño 90 IntroducciónLas tendencias educativas en torno al uso de recursos educativos abiertos (REA) y objetos digitales de aprendizaje (ODA) experimentan un crecimiento considerable en los diferentes niveles educativos (Glasserman y Montoya, 2014;Morales Morgado, 2013;Solano Guerrero, 2012). La UNESCO (2014) impulsa una serie de iniciativas en países como México, Canadá, Inglaterra y Nueva Zelanda para apoyar el Movimiento de consulta y uso de recursos educativos abiertos (MEA). Posicionar el MEA de forma global podría ser la opción educativa que ...
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