Métodos centrados en el aprendizaje en Fisioterapia. Capacidades del alumno y contexto de aprendizaje
[EN] In this work we wanted to assess the effects of the use of learning-centered methods on various capabilities/abilities of some students and on their perception of the learning environment developed by their professors. The sample consisted of 231 third-year students from the University of Valen...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| 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:10251/93912 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/93912 |
| Access Level: | acceso abierto |
| Palabra clave: | Enfoque centrado en el alumno Habilidades de aprendizaje Entorno de aprendizaje Estudiantes universitarios Learner centred approach Learning skills Classroom environment College students |
| Sumario: | [EN] In this work we wanted to assess the effects of the use of learning-centered methods on various capabilities/abilities of some students and on their perception of the learning environment developed by their professors. The sample consisted of 231 third-year students from the University of Valencia. They belonged to three groups and they were studying the subject of Physiotherapy Cardio circulatory in the degree of Physiotherapy. In order to verify the objective and the hypotheses set out in the research we used a quasi-experimental sequential cohort design with non-equivalent control group, by using a posttest in the control group and a pretest and a posttest in the experimental group. The data for these measurements were obtained using the questionnaire SEQ (Student Engagement Questionnaire); moreover, the students assessed the methods used by their teachers by means of a quantitative questionnaire. Both professors used an innovative/centered learning methodology in the experimental group. Significant improvements were found in the skills of the students and in their assessment of teachers’ skills to develop a good learning environment both between pre-test and posttest in the experimental group and between the posttest of the control group and the post-test of the experimental group. The positive influence of learning-centered methods regarding to the objectives of this research was confirmed, given the aforementioned improvements which took place in the three groups. This work is relevant due to the positive results obtained by means of a more integrative methodological approach than in other studies we had analyzed. |
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