Métodos innovadores y enfoques de aprendizaje en estudiantes universitarios
[EN] The aim of this work was to assess whether the use of innovative methods, learner-centered, improved the learning approaches of university students. The study was developed with two students groups of 1st year (N = 112), from the degree of Pedagogy at the University of Valencia. A preexperiment...
| Autores: | , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/98808 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/98808 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa Métodos innovadores Enseñanza centrada en el aprendizaje Enfoques de aprendizaje Alumnos universitarios |
| Sumario: | [EN] The aim of this work was to assess whether the use of innovative methods, learner-centered, improved the learning approaches of university students. The study was developed with two students groups of 1st year (N = 112), from the degree of Pedagogy at the University of Valencia. A preexperimental pretest-posttest design was used with measures by means of the R-SPQ-2 questionnaire (Biggs, Kember and Leung, 2001). Both teachers agreed on the methodology, which included expository teaching, questions, classroom discussion, classroom practices, case study, cooperative work, development of a research work and presentation in the classroom, and an evaluation system that made use of training procedures that returned feedback to students (two portfolios, assessment of oral presentations, rubrics, co-evaluation, self-assessment and written tests.). Statistically significant improvements were found in scores of deep approach to learning, both in the overall score (deep approach) as in two dimensions scores, assessed by questionnaire (motives and strategies). No statistically significant differences were found in scores of surface approach, although they decreased. |
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