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Caracterización de la preferencia cognitiva para aprender de estudiantes universitarios de nuevo ingreso en Ciudad de México
(Universidad Complutense de Madrid, 2025)
;
Valadez García, Alfredo
;
Rangel Barajas, Erika Xóchitl
;
Haro Álvarez, María Fernanda
Introducción: Los estudiantes desarrollan preferencias cognitivas para aprender. La evidencia empírica sugiere que las diversas modificaciones en la modalidad educativa ocasionadas por el confinamiento han alterado los patrones de aprendizaje. En consecuencia, se hace necesario un estudio para optimizar los procesos académicos. Objetivo general: Identificar, la preferencia cognitiva para aprender en universitarios de primer ingreso, relacionándola con la incidencia de cinco variables: ciclo escolar (X1 ), área del conocimiento (X2), velocidad lectora (X3), comprensión lectora (X4), y género (X5), antes, durante y después del confinamiento por COVID-19. Método: La investigación se realizó entre 2017 y 2024 en una universidad de la Ciudad de México con 9,220 estudiantes (52,31% del género masculino y 47,69% del femenino), de primer ingreso de cinco áreas del conocimiento. Fue cuantitativa, no experimental, retrospectiva y con un diseño correlacional. Se observó el fenómeno tal como se desarrolló en su contexto natural sin manipular las variables. El instrumento utilizado fue el Cuestionario Honey-Alonso de Estilos de Aprendizaje. Resultados y Discusión: Los estudiantes de ambos géneros, son mayormente Reflexivos en todas las áreas del conocimiento y menormente Activos. En asociación el Reflexivo-Teórico es predominante. La correlación Y1 y X3 , X4, refleja valores más altos en Reflexivo. La Y1 y X1 , X2, evidencia predominancia en el Reflexivo antes y durante el confinamiento, pero al regresar a la modalidad presencial, la preferencia está en la asociación Reflexivo-Teórico. Se identifica una baja en cuestiones relacionadas con X3 y X4 a lo largo del tiempo. Conclusión: Los hallazgos indican que: Hay una propensión de ciertas áreas del conocimiento hacia un preferencia cognitiva. El estilo de aprendizaje en la transición de la modalidad presencial a la virtual, cambió su tendencia y patrón, en ambos géneros. Las correlaciones y las variables asociadas a la lectura fueron negativas en el periodo estudiado. ©Las autoras ©Revista Complutense de Educación © Universidad Complutense de Madrid : Introduction: Students develop cognitive preferences for learning. Empirical evidence suggests that the changes in educational modality brought about by the COVID-19 lockdowns have altered learning patterns. Consequently, a study aimed at optimizing academic processes is needed. General objective: To identify the cognitive learning preferences of first-year university students and examine their relationship with five variables: academic term (X1 ), field of knowledge (X2), reading speed (X3), reading comprehension (X4), and gender (X5), before, during, and after the COVID-19 lockdowns. Method: Research was conducted between 2017 and 2024 at a university in Mexico City, involving 9,220 first-year students, (52,31 men and 47,69% women), from five fields of knowledge. The study followed a quantitative, non-experimental, and retrospective design with a correlational approach. The phenomenon was observed in its natural context without manipulating the variables. The instrument used was the Honey-Alonso Learning Styles Questionnaire. Results and Discussion: Students of all genders predominantly displayed a Reflective learning style across all fields of knowledge, with the Active style being the least prevalent. The Reflective-Theoretical combination was the most dominant learning style. Correlations between Y1 and X3 , X4 revealed higher scores among Reflective learners. Relationships between Y1 and X1 , X2 showed a predominance of the Reflective style before and during lockdowns. After returning to in-person learning, the Reflective-Theoretical association became more prominent. A decline in reading speed (X3) and reading comprehension (X4) was observed over time. Conclusion: The findings indicate that certain fields of knowledge tend to favor specific cognitive learning style; learning styles shifted in trend and pattern across both genders during the transition from in-person to virtual learning; and negative correlations were found between learning style and the readingrelated variables during the study period. ©The authors ©Revista Complutense de Educación © Universidad Complutense de Madrid
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La importancia del aprendizaje basado en la creatividad en los futuros profesionistas para enfrentar los retos del entorno actual
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Tapia López, Sandra Lucía
La creatividad es una competencia fundamental en el aprendizaje y en la vida diaria; esta permite que la persona sea capaz de generar nuevas ideas, formar nuevas redes o conexiones cerebrales relacionadas con la originalidad e innovación, resolver problemas por medio de soluciones impensables para otros y adaptarse asertivamente al cambio que se vive día con día. En la educación, principalmente en los niveles superiores, ayuda a los estudiantes a comprender y aplicar sus conocimientos en diversas circunstancias, desarrollar su pensamiento crítico y analítico, ser autónomos, autosuficientes, adaptables y resilientes, principalmente cuando estos están por convertirse en profesionistas dedicados al cuidado de un activo tan importante en una empresa, como lo es el capital humano. El siguiente trabajo no solo busca resaltar la importancia de la creatividad, sino comenzar por entenderla, conocer desde sus implicaciones y alcances, hasta entender incluso cómo se aplica en el pensamiento, en las empresas y en el mundo, para resolver problemas y mejorar procesos de adaptación y evolución. Así mismo, busca demostrar el cambio en los estudiantes de un pensamiento lógico hacia uno creativo por medio de conocimieno teórico, dinámicas, estudios de casos, ejercicios y aplicación práctica en una organización. Al finalizar se exponen los análisis y conclusiones a las que se logró llegar durante y al finalizar el proceso, para así, formar una opinión propia e implementar dichos cambios necesarios, con el objetivo de afrontar los restos del entorno actual.
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La formación en competencias docentes para desarrollar a los mejores profesores universitarios
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Alfaro Ávila, Julio César
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López Bátiz, Mónica
¿Cuáles son las competencias docentes que la universidad necesita desarrollar para fomentar la excelencia docente en sus profesores? A partir de una metodología documental, esta investigación busca responder esta pregunta al describir el proceso de documentación llevado a cabo por el centro de profesores de una universidad privada de la Ciudad de México, para definir las competencias que componen el Perfil de competencias docentes, a través de la revisión y el análisis sistemático de 20 fuentes sobre este tema. Las fuentes fueron seleccionadas con base en tres criterios: 1) vigencia, de acuerdo con la literatura científica sobre competencias docentes; 2) autoría, avalada por algún organismo de autoridad en el tema o, 3) validez como documento interno a la universidad, relacionado con el desarrollo de competencias docentes. Además de la literatura sobre competencias docentes, el marco referencial partió de la noción propuesta por Ken Bain (2007) sobre «excelencia docente», la cual refiere a los mejores profesores universitarios como quienes logran que sus alumnos alcancen resultados extraordinarios de aprendizaje. Del resultado de este trabajo de análisis y síntesis, se establecieron 19 competencias: 1. Compromiso con la filosofía institucional; 2. innovación educativa e integridad académica; 3. liderazgo docente; 4. planeación didáctica; 5. ejecución didáctica y evaluación didáctica; 6. gestión del entorno digital; 7. pedagogía digital y creaciones digitales para el aprendizaje; 8. comunicación; 9. aprendizaje continuo; 10. apertura al cambio; 11. creatividad; 12. resolución de problemas; 13. gestión del conflicto; 14. inteligencia emocional; 15. trabajo colaborativo y, 16. pensamiento crítico.
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Validación de cuestionario sobre autorregulación del aprendizaje en la formación inicial docente
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Aguilar Davis, Virginia
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Hernández Rodríguez, Carlos
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research, of instrumental design and quantitative approach, constitutes a first validation of the Self-Regulation of Learning Questionnaire in Initial Teacher Education, developed from a proprietary model designed under the socio-cognitive approach. For this purpose, a sample of 360 students with five bachelor’s degrees at a Mexican Higher Education Institution was used. Content validity was obtained using expert judgment, while Cronbach’s alpha reliability index gave a result of .942. The Kaiser-Meyer-Olkin and Bartlett’s sphericity tests confirmed the feasibility of performing the Principal Component Factor Analysis with Varimax rotation, resulting in three factors with a distribution of items that do not correspond to the original model, therefore a second analysis was mad. It is concluded that the instrument has content validity, of construct, is congruent with its design, and is highly reliable. However, it is recommended to corroborate this through other tests, section the instrument in the phases or areas that comprise it, or apply it to other populations from public and private institutions.
7 111
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Transición al aprendizaje virtual y sus efectos: tecnoestrés en estudiantes universitarios en el contexto de la Covid-19
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Cruz Covarrubias, Lucila Patricia
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Aguilar Pérez, Pedro
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research work aims to analyze the level of technostress, causes and effects in students of the University of Guadalajara, under the context of online education, during the COVID-19 pandemic. The methodology used is quantitative, descriptive, non-experimental. The instrument used was Salanova’s «technostress» questionnaire (RED-ICT), «effects» by Jena, and «causes» by Suh and Lee, instruments with verifiable acceptable levels of reliability and validity. Survey applied virtually through Google Froms, to a sample of 221 university students. The findings show that students report having a moderate level of technostress. The dimensions that most influence this condition are: work overload, role ambiguity, and individual aspects, such as neuroticism. Regarding the effects, it was found that university students are not satisfied with the online modality; they recognize that their learning has not been entirely satisfactory. It was concluded that it is essential and necessary to propose projects and strategies to reduce this condition in students. It is suggested to take actions and allocate resources, in order to improve the satisfaction, performance and quality of education.
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Revisión sistemática de literatura: evolución del espacio áulico educativo en el contexto COVID-19
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Luévano Hernández, Uriel
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The conception, design, and construction of classroom space in education has under-gone transformations throughout history; it has moved from a traditional space in which functionality, sunlight, ventilation, and scale were privileged, to another design under the COVID-19 context in which priority is given to flexibility, recalculation of capacity, air circulation and open spaces. The objective of this research is to conduct a systematic literature review that contemplates empirical research on classroom space configuration in education during the period from 2015 to 2021. The following were considered as inclusion criteria: articles addressing the topic of the classroom space for learning; publications between 2015-2021 and conducted in the context of Ibero America. The open access databases SCIELO, REDALYC and search engines such as INVENTIO were used. In total, a database of 111 articles was compiled, from which 18 selected articles were filtered based on the inclusion criteria. The results were analyzed based on the content analysis strategy. Eight of the research were identified from Spain, 3 from Mexico, 3 from Colombia, 1 from Peru, 1 from Ecuador, 1 from Venezuela and 1 from Panama. It is concluded that there is a need to create classroom spaces that meet the criteria of limited capacity and ventilation for the COVID-19 context without neglecting the use of strategies that promote collaborative learning.
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Competencias profesionales y su desarrollo mediante aprendizaje-servicio en la universidad : perspectiva de los empleadores
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Ugarte, Carolina
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Arantzamendi, Maria
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Naval Durán, Concepción
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Verea, Natalia
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Arbués Radigales, Elena
Entering the labour force is onerous and one of the first obstacles is, on occasion, the competence shortcomings of university students. To correct the excess of a decontextualized theory, the EHEA (European Higher Education Area) has sponsored a methodological change that encourages more practical teaching, since the most effective learning is active and connected with experience. In this way, university teaching focuses, among other aspects, on achieving learning results in the form of competences associated with the labour market. In this context, more practical and applied methodologies are being tested at the university, including Service-Learning. The objective of this study is to find out whether, for the employers participating in our study, the university students who participate in these Service-Learning activities develop the competency profile they are looking for, making them more attractive candidates in the selection processes, consequently improving their employability. Generic quantitative research has been carried out. A purposive sampling of the employers of graduates from different university faculties was adopted. Three focal groups were formed using a topic guide, which addressed: the professional competences most demanded by employers; the repercussion of the teaching focus on employability; the social involvement capacity of their employees; Service-Learning and its influence on professional profile. 13 employers from different fields participated. Audio clips of the focal groups were recorded and their transcription was analysed by two researchers using content analysis. In the view of the employers consulted, students who participate in Service-Learning activities at the university develop some of the most in-demand professional competences, which positively affect their employability.
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Beneficios del método AICLE/CLIL para el aprendizaje de una lengua extranjera a través del aula invertida
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Barreto, Lina Maribel
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Aguirre Fernandez, Roberto Eduardo
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Serra Valdes, Miguel Angel
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
CLIL is an educational method that offers innumerable benefits in the teaching - learning process, its objective is an integral teaching of the necessary contents for the professional and the teaching of an alternative language. In addition, it motivates and prioritizes the competitiveness of the students; being an innovative form of educationTo determine the benefit of the CLIL method in a flipped classroom through the applica-tion of surveys in the students of 3rd, 7th and 8th semester of the Medical Sciences Career of the Technical University of Machala in order to verify the effectiveness of the learning of a foreign language.The research has a descriptive, observational, and analytical cross-sectional study, in or-der to identify the benefits of the CLIL method in the flipped classroom, using two main instruments, such as students’ survey and professors’ evaluation.It was observed that 22.7% of the teachers of the Medical Sciences career of the Technical University of Machala make use of the CLIL method in their daily classes, because it has been shown that it helps students in the development of their different skills, such as participato-ry, interactive and creativity, greatly favoring individual and collective learning of students.This method within the career of Medical Sciences is beneficial for the students learn-ing, because it provides the development of their various skills, as well as the interest in acquiring information on curricular content linking the learning of English.
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Experiencias didácticas del aprendizaje en línea en la Universidad de Managua : mediación con la tecnología
(Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
Artiles Olivera, Iliana
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Meza Cornavaca, Dora María
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Saravia García, Hazel Margarita
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Reyes Norori, Ricardo Antonio
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Online training is a priority need in the face of new social requirements, which implies a profound change in mentality among the actors in the process: ability to solve problems, assume responsibilities, cooperate, stimulate virtual teamwork, develop self-confidence, learn to think critically and independently, be creative and innovative and with personal initiative. The work justifies the proposal of an instructional guide, which mediates teacher training as a facilitating route of the online learning process for students of the University of Managua and the stimulation of learning-to-learn strategies, with the help of the Edmodo platform. The research assumes the qualitative approach and to conceive the guide, an intervention process is assumed where the inductive path guides the course of its construction, based on the experiences in which the researchers, teachers and managers participated, aided by methods and techniques qualitative cut. The learning activities implemented for teachers show that experiences are needed that combine integrated knowledge, to appropriate tools and technological strategies to find information, create it, rebuild it and share it. From this action in the courses and diploma, the result emerges; the instructional guide, built on investigative praxis and that favors the implementation of metacognitive teaching-learning situations and that the student develops capacities to independently and autonomously manage their learning mediated by the Edmodo educational platform.
36 125
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Las consignas escritas como instrumentos didácticos de aprendizaje y reflexión
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Jiménez, Ana Lucía
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Torres, Andrés Fernando
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The objective of this research paper is to analyze the written tasks used on the B-Learning modality in a first year course and the cognitive demands that they pose for students based on the Biggs theoretical proposal. The study is being developed at la Universidad Autónoma de Occidente, Santiago de Cali, Colombia, with a sample of thirtynine (39) tasks of the subject of Oral and Written Expression (EOYE), which is taught at the faculties of Engineering, Economic Sciences and Administrative Sciences, Communication and Social Sciences and Basic Sciences, to first semester students The partial results show the need to support reflective practice among teachers, especially around the written tasks that foster the development of meaningful and deep learning and the stimulation of cognitive operations according to the taxonomy SOLO.
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