Browsing by Subject "Learning outcomes"
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- PublicationOpen AccessLa formación en competencias en la universidad: un estudio empírico sobre su tipología(Universidad de Murcia. Servicio de Publicaciones, 2009-01-01) Rodríguez Esteban, Agustín; Vieira Aller, María JoséLa reforma curricular de la educación superior es uno de los principales objetivos del Proceso de Bolonia. Al igual que en otros países, las universidades españolas están trabajando en el diseño de planes de estudios basados en la definición de competencias genéricas y específicas. En este estudio, se analizan los datos de las encuestas a graduados de los cursos 97/98, 98/99 y 99/00 de la Universidad de León. Partiendo de los grupos de competencias identificados en el proyecto Tuning, se analiza la percepción de los graduados sobre las competencias adquiridas con el objetivo de encontrar una tipología que explique las competencias desarrolladas en la universidad. Se han realizado análisis descriptivos, comparativos y factorial de los 19 ítems referidos a competencias adquiridas. La estructura factorial hallada explica parcialmente la tipología del proyecto Tuning. Los graduados distinguen dos grupos de competencias específicas: teóricas y prácticas. Por el contrario, las competencias genéricas son consideradas como un único grupo al que se une otro grupo sobre competencias vinculadas a la gestión de la información en la sociedad del conocimiento.
- PublicationOpen AccessHow teachers teach and students learn: successful strategies for school(OECD, 2016-03-18) Echazarra, Alfonso,; Salinas, Daniel; Méndez Martínez, Ildefonso; Denis, Vanessa; Rech, Giannina; Economía AplicadaThis paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented instruction and elaboration learning strategies, at the opposite ends. Other teaching strategies, such as formative assessment and cognitive activation, and learning approaches, such as control strategies, are also analysed. Our analyses suggest that to perform at the top, students cannot rely on memory alone; they need to approach mathematics strategically and creatively to succeed in the most complex problems. There is also some evidence that most teaching strategies have a role to play in the classroom. To varying degrees, students need to learn from teachers, be informed about their progress and work independently and collaboratively; above all, they need to be constantly challenged.
- PublicationOpen AccessIs it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes(2017) Carenys, Jordi; Moya, Soledad; Perramon, JordiThe objective of this study is to assess the effectiveness of videogames in comparison to simulations in a higher education environment and with regard to their attributes, motivation, and learning outcomes, as three of the main dimensions that play a role in the effectiveness of digital game-based learning. Results demonstrate significant differences between the attributes and motivation dimensions, while no significant differences were found for the learning outcomes. This would imply that although both instructional tools lead students to the desired level of knowledge acquisition, the motivation generated, together with the set of features provided by the games complement each other, leading to a superior learning experience. These results support the inclusion of videogames as a complement to simulations in higher education accounting and business environments and allow us to propose a blended approach that provides the learner with the ‘best of both worlds’.
- PublicationOpen AccessLa influencia de las actividades de autoevalución en el rendimiento académico de los estudiantes(European Academy of Management and Business Economics, 2018-06-27) Sánchez Marín, Gregorio; Lucas Pérez, María Encarnación; Carrasco Hernández, Antonio José; Lozano Reina, Gabriel; Nicolás Martínez, Catalina; Economía Aplicada; Facultades de la UMU::Facultad de Ciencias del TrabajoIn the European Higher Education Area, students assume responsibility for their own learning. Using self-assessment activities (carried out on virtual platforms), students increase their autonomy, responsibility, communication and flexibility in their learning process. This study uses a sample of 356 students during the academic year 2016/2017. The results show a positive impact between student participation in self-assessment activities and their learning outcomes. Individual and academic factors as well as attitude towards the subject influence students’ participation in self-assessment activities.
- PublicationOpen AccessMovilidad virtual, reto del aprendizaje de la educación superior en la Europa 2020(Universidad de Murcia, Servicio de Publicaciones, 2011) Gil Serra, Ana Fe; Roca-Piera, JavierEducation and Training 2020, the new strategic framework for the European cooperation in the education and training field, highlights the need to boost transnational mobility with educational purposes, after having been proved to have a positive influence on university education and on the European youth access to the labour market. In this context, virtual mobility is key, complementing physical mobility and based on the growing chances of the ICT, and therefore it will be one of the upcoming challenges in the virtual educational possibilities at the Spanish universities. In this paper, we focus on the advantages of using the electronic version of the European Portfolio-e-PEL-as a methodological tool which enables the development of general competences-such as lifelong learning, self-evaluation or ICT application-encouraging motivation and international mobility. At the same time, we present an example of an activity in which the learning of both ICT and second language competences is integrated, and which confirms e-PEL as a necessary tool in university education.
- PublicationOpen AccessTeaching practicums as an ideal setting for the development of teachers-in-training(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2022) Palacios Mena, Nancy; Reedy, Allison KayThe objective of the study on which this article is based was to identify the pedagogical knowledge and research skills achieved by a group of teachers-in-training from different discipline areas who undertook a newly developed teaching-practicum program at a Colombian university. This study used a qualitative methodological design. The data collection instruments were documents that were generated from the teaching practicums. These were documents that were filled out by the teachers-in-training, by mentor teachers, and by the practicum supervisor. Documents were collected from 21 undergraduate students (pre-service teachers) from two cohorts. The review and content analysis of the documents was complemented by a focus group in which the teachers-in-training were able to discuss and rank the skills and benchmarks of progress that they considered most important and those that they had most difficulty in achieving. The results illustrate: (i) the central role of teacher education in providing pre-service teachers with the knowledge, skills and attitudes they need to effectively perform the work of teachers; (ii) the education that pre-service teachers receive exerts a powerful influence on their concept of teaching and learning, which in turn affects their pedagogical practice; (iii) teaching practicums provide teachers in training with a valuable opportunity to implement what they have learned in the teacher training process, making the link between the abstract and the concrete more and more visible.