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The general objective of the research was to describe the incidence of teaching methodologies in university students. It was developed from the quantitative paradigm and a documentary-bibliographic design, through the inquiry, collection and critical documentary and referential bibliographic analysis, based on the methodical, rigorous and deep exploration of various documentary sources, such as: scientific research, articles, peer-reviewed papers, theses, among others. Subsequently, the findings were described, allowing the development of the theoretical body in relation to the subject of study. It was concluded that the training process at the university level must be rethought and open to the changes that are being generated as a consequence of technology, globalization and the social context; hence the importance of having teaching methodologies that allow the generation of knowledge and meaningful learning, allowing the development of critical thinking and the acquisition of competencies for future professionals graduating from universities. [ABSTRACT FROM AUTHOR]

Nowadays, the teaching profession is required to use various teaching methods, letting students shape their own learning. Academics should use works written by contemporary authors, which will be most appropriate to higher education, without underestimating others. To consider different teaching methods for higher education will allow academics to update their knowledge and use the most convenient ones (as systems) in classrooms, which will keep classes interesting. This paper is aimed at stressing the importance of selecting the contemporary teaching methods most suitable for higher education, which will contribute to training better professionals. [ABSTRACT FROM AUTHOR]

Project-based learning has gained ground as a resource to address the teaching of content from an interdisciplinary and collaborative perspective. Hence, its validity has been proven in all educational stages and with different didactic objectives. This paper focuses on the potential of this approach to respond to university first-year students' academic literacy needs. Specifically, a proposal is made to use this methodology for the teaching of oral and written academic discourse while students are instructed in content specific to their disciplinary area. This is a proposal designed for the first year of the Primary Education Degree and for the subject of Communication Competence Development. This proposal reveals (i) the importance of tackling the oral and written academic discourse specifically and (ii) the possibility of transferring this proposal to different areas of expertise. [ABSTRACT FROM AUTHOR]

Reflective practice as a professional development strategy allows us to envision different work scenarios. One of those is known as Collective Reflective Practice, which permits participants to share their pedagogical experience and/or self-assess their own practice in a context of dialogue that sets the conditions for a reflective peer practice. This paper shows the results of an analysis of a collective reflective practice called «Hablemos docencia» (Let's Talk about Teaching). An initiative developed by the Universidad del Norte's Center for Teaching Excellence in Barranquilla, Colombia. In this space, professors from different disciplines have the opportunity to reflect on their teaching practices in a group and collaborative setting. Grounded in insights by Tsangaridou and O'Sullivan (1994), we use a quantitative methodology and ex post facto approach, which characterizes the effect of «Hablemos docencia» on a group of professors. [ABSTRACT FROM AUTHOR]

This reflection paper evaluates three methodological options in the field of arts education that can be implemented in contexts in which artistic training programs in artistic social cartography, action research and creation research are offered. It provides an overview of the advantages and possible complexities of these methodological approaches to art research. Finally, it explains the need to multiply and expand the range of research opportunities, thus helping to guide knowledge creation in arts education, from the ideal of qualitative methodology pluralization, and exploring the future possibility that art builds its own research method. [ABSTRACT FROM AUTHOR]

This article derives from an interinstitutional research project built, which took a qualitative approach and was conducted in eight major cities of Colombia using narrative methods. It aimed to inquire into the nature and pedagogical practices of Religious Education teachers, which is a fundamental and mandatory class under the General Education Act. Accounts of participating teachers showed different outlooks as to the identity and praxis of Religious Education in School (RES) but, within them, researchers' interest focused on an emerging perspective that regards this subject as a search for the cultivation of human spirituality. Therefore, this paper intends to present some contributions that RES can make to cultivate human spirituality because, when built from this perspective, it favors religious pluralism --preventing any exclusion arising from the dynamics of majority religious systems-- and enriches comprehensive education by providing educational opportunities for the search, construction and cultivation of the meaning of human life. [ABSTRACT FROM AUTHOR]

Curricula continue to be a matter of research and problematization in higher education programs, particularly those that train teachers. Although the tendency is to consider them from an instrumental and technical perspective, this paper adopts critical and comprehensive perspectives. Then, this qualitative case study carried out in a School of Education at a public university intends to inquire into the curriculum conceptions present in teacher training programs and their characteristics. The research focuses on the different ways of conceiving the curriculum in the programs, even when they are part of the same academic unit; on flexibility and curricular integration as central concerns; and on the shaping/structuring of programs, which is not homogeneous but determines some paths in the training of those participating in the proposals. From the discussion, it is concluded that a key implication is the need to reach agreements both on curriculum conceptions that guide teaching action and practice and on the particular ways in which proposals are structured/shaped, following those "common minimums" that enable dialogue and collective construction. [ABSTRACT FROM AUTHOR]

Business simulators are a teaching-learning tool that seeks to facilitate active learning based on problem solving, encouraging students to analyse, make decisions and evaluate. In this paper we present a study whose objective was to analyse the results of the application of business simulators to a section of the Faculty of Accounting and Administration, Xalapa region, of the Universidad Veracruzana. Through cross-sectional descriptive research it was determined if a significant learning was really achieved, apart from its application, through the self-evaluation of the techniques addressed and the evaluation of results by the teacher. The results obtained portray business simulators as a unique tool to create an effective teaching-learning environment, which offers a comprehensive vision of theoretical knowledge through the dynamic market relations present in business management practiced knowledge and techniques provided in various subjects, which gives it a greater pedagogical value. With the findings of this analysis, valuable raw material is available for the design and implementation of the University's own business simulator project, which is in the process of being developed. [ABSTRACT FROM AUTHOR]

The generalization, integration and application of concepts and laws of the Organic Chemistry constitute a problem for students of careers of Biology, Chemistry and Pharmaceutical Sciences of the Universidad de Oriente, given the used methods don't stimulate the cognitive activity. In this paper conceptual maps were made, those that include fundamental concepts of the Organic Chemistry and the relationship structures of organic substances - chemical properties, were used in conferences and practical classes. The used methods were: historical-logical, analysis and synthesis, inductivedeductive and specialists' approach. These maps allowed to develop the teachinglearning process satisfactorily, generalization and integration of knowledge, a more appropriate preparation of the students and development of abilities in the resolution of integrative problems according to the specialty, demonstrated by the academic results reached in the courses 2016 - 2017 and 2017 - 2018, being contributed this way to the achievement of a significant learning. [ABSTRACT FROM AUTHOR]

The paper presented describes a linguodidactic strategy to enhance teachers' skills in scientific communication, since the relationship science-technology-society-education requires that scientific results are communicated effectively and efficiently to the scientific community and society. The strategy was the result of an institutional project of the Central University «Marta Abreu» of Las Villas, which ran from 2011-2013 and obtained Prize Provincial Academy of Sciences Award Rector Cuba and the result already implemented most useful to Education superior. Among the actions executed diagnoses were highlighted; the description of the linguistic peculiarities of scientific language; indicators for evaluation; digital resources; conferences, courses, and training; which were developed in different centers of higher education and institutions. The strategy is characterized by integrating the linguistic and the didactic; see action in Spanish and English; by the work of teachers and students; by the joint efforts of teachers of Spanish, English and computing from research. The strategy helps teachers produce better quality scientific papers, watching the ethical principles of the scientist. [ABSTRACT FROM AUTHOR]

This paper presents the results of an analysis of the application of a test of citizenship skills on a group of students from the University of Magdalena (Universidad de Magdalena) after they received teaching practices that were both constructive (case studies) and playful (games) to acquire citizenship skills. The study is quantitative with a quasi-experimental, pretest-posttest design, a control group that received explanations (lectures) and an experimental group that received playful and constructive teaching practices. The parametric tests performed on the data obtained lead to the conclusion that there are significant differences in favor of students who used playful and constructive teaching practices to develop citizenship skills. This points to the need to continue applying effective teaching practices to develop these skills in university students. [ABSTRACT FROM AUTHOR]

This paper reexamines data from three GICEOLEM studies, which focus on how writing and reading are included in different courses in higher education. On one side, a national survey results showed two modes of dealing with reading and writing in different courses: peripheral and intertwined. On another side, by means of observational studies, in History and Biology, the analysis of teaching situations in which teachers and students talk about what has been read or written allowed to identify, in turn, two variants of the intertwined mode: reading and writing as a means or as an end of instruction. Class observations transcripts enabled to characterize teaching practices and triangulate them with what was declared by professors in the survey. Our aim is to contribute to the debate on academic literacy instruction, offering a more detailed picture on how, why and what for reading and writing practices are dealt with across the curriculum. [ABSTRACT FROM AUTHOR]

The paper presented by the authors aims at making a reflection about the teaching of learning strategies as a pedagogic perspective for the transformations of tertiary education in Cuba. The paper is based on the transformations that are taking place in the world today and particularly in the Cuban tertiary educative system. The authors also assume the rationale of developing teaching-learning process. Some questions briefly answered are precisely related to the important role that the teaching of learning strategies play in the process of educative changes. ¿What are learning strategies?, ¿which role is given to the teaching of learning strategies in the process of changes?, ¿How to sustain the teaching of learning strategies in the process of transformation in tertiary education? and ¿What methodological lines should orient any pedagogical performance that has as its objective to teach learning strategies in tertiary education? Some instruments for a diagnosis used in the pedagogic research by the authors can contribute to know the students' learning process better. It is reflected when teaching learning strategies. It is concluded that learning strategies can be taught and learned in an instructional context in the Cuban tertiary education. [ABSTRACT FROM AUTHOR]

This paper offers the results of a quantitative study carried out with the aim of defining the technological skills profile of 301 students entering the BA in elementary education. A 29-question digital survey was used; results reflect a prevalence of female students over 30 years of age, who have access to a computer with an Internet connection, prefer to interact using phones, use e-mail, surf the Internet every day, are able to use technology at a basic level, particularly office suites, and are unfamiliar with the use of modern tools such as blogs and social bookmarking. It is concluded that these students do not display the characteristics expected of digital natives: the production, dissemination and consumption of culture online. [ABSTRACT FROM AUTHOR]

In this paper we provide a practical approach of the use of transition scenarios in the field of environmental education. We particularly show the usefulness of this teaching tool to develop their use in the field of environmental education in water issues. The transition scenarios give coherence to the treatment of social and environmental problems associated facilitates management of content as well as the inclusion of ideas and conceptions of the participants. [ABSTRACT FROM AUTHOR]

This paper have purpose of perfecting continuous for learning and teaching process in the pedagogy careers, in this case, from a sort focus perspective. From development didactic of the labor investigative practice, he suggests idea about of the woman role. This work will let a change in the way proceeding of the professors' future, to using the possibility that offer of the subject, for to guarantee a tally behaved and educate formation, which will let a first educate labor. [ABSTRACT FROM AUTHOR]

This paper presents the contributions of the praxeological approach to the development of civic competences and civic education, based on an incipient and incident mechanism on pedagogical practice, shaped in higher education and developed in children's classrooms. This pedagogical strategy is highly linked to the recognition of social needs in a non-conventional way that encourages the inclusion, innovation and the development of social competences. The methodology of this investigation is to involve different sectors of society for the reconstruction of democratized and inclusion-oriented spaces, based on the reflection and discussion of a civic education thought from and for the child population. [ABSTRACT FROM AUTHOR]

The present paper is about a very important topic nowadays, the pedagogical permanent formation of professors due to their manifest lack of knowledge about pedagogical issues. Most of these professionals have been well prepared in many fields, other than pedagogy, thus they have not been educated to perform as lecturers. For this reason, this is a strategic area for their professional development to guarantee their performance in the teaching-learning activities and other crucial activities in campus. It is proposed in this paper, a systematization methodology that helps to alleviate the need for pedagogical knowledge among the faculty in the University of Cienfuegos, "Carlos Rafael Rodríguez". In this research, the theoretical foundations of the Systematization Theory are taken as scientific support because it highlights the methodological conception of the systematization of the lecturers education on Pedagogy in a coherent, holistic, strategic and adapted to the context of the characteristics of the new Cuban University. It is worth to take into account the importance given to the practical experience of the lecturers as key element in the perfectioning of permanent education in modern higher education. The revision of official documents and regulations of the Higher Education Ministry was very important to develop three workshops where academic leaders and professors linked to the program of massive university education to diagnose their performance of these professionals and to transform the educative reality in a critic and collective way taking as starting point the education about pedagogy the professors may receive as premise for the improvement of the education process they lead. [ABSTRACT FROM AUTHOR]

The new technological changes have clearly affected pedagogy in Tertiary Education, particularly on the teaching practices. Nevertheless, the most evident changes of technology in the curriculum and organizational structures are just being felt and have strongly impacted traditional state universities. The purpose of this paper is to reflect upon the process of teaching and learning through the use of virtual learning environments by considering the Universidad dd Bio-Bio as a case study. This paper also analyses the role that higher education institutions have in training through computer mediated communication systems, the opportunities for using virtual learning environments in higher education and the built-in capacities for an effective implementation. This reflection aims at answering the question ¿How and to what extent have traditional universities moved towards bi-modals (virtual and face-to-face) ways of education? [ABSTRACT FROM AUTHOR]

The teacher academic performance evaluation is a way of increasing the quality of teaching at the university and an important source to carry out this process is the student's criteria. The aim of this paper was to analyze the evaluation of the academic competencyof a teacher, using the student's perceptions, through a Research Methodology course that was thought as a part of the mastership in Spanish language and literature teaching taking place at Artemisa University, Cuba. To do so, a survey based on the academic competency indicators was used. The software “Coharentia" made possible to process the results of the survey. According to the student's perceptions, the teacher was evaluated as competent. [ABSTRACT FROM AUTHOR]

This article presents an educational experience carried out with 17 graduate students in pedagogy at Mexico's Universidad Nacional Autónoma. The objective was to encourage the students to appropriate strategies for writing and communicating scientific/academic texts; concretely, strategies linked to writing and communicating dissertations, scientific articles, and papers for congresses, with attention to the canons of the scientific/academic community of which they are members. The students reflected on their habitual processes of composition and communication and applied concrete strategies to their own texts. The evidence collected during the educational experience showed improvement in students' processes as well as in their final products. [ABSTRACT FROM AUTHOR]

The interaction between contextual characteristics, the way students learn and the way teachers teach opens up a range of issues and obliges teachers to be aware of the factors that influence what constitutes effective teaching. Identifying teaching styles requires adequate tools for evaluation that consider not only the didactic elements that shape the way teachers teach, but also the theoretical aspects. This paper is an attempt to identify the teaching styles typically used by college professors in different disciplines. The Questionnaire on the Teaching Orientation of the University Professor (Feixas, 2006) was used to evaluate teaching styles in a sample of 188 teachers from private universities in the Argentine educational system. No differences, from a descriptive point of view, were observed in the styles adopted by teachers in the disciplines that were analyzed. The authors found teachers in the various fields of knowledge who adopt both the teacher-centered style and the student-centered style. [ABSTRACT FROM AUTHOR]

The aim of this study was to identify segments of university professors with different predispositions and use of the blended-learning methodology in their teaching routine. Predictor variables were taken from individual socio-demographic and professional characteristics; each one of the phases of adoption typified in the Theory of Diffusion of Innovation, proposed by E. Rogers, were taken as criterion variables. The study involved 486 teachers from different universities in the Autonomous Community of Castilla y León (Spain). Data treatment was run via segmentation analysis using the CHAID algorithm. The results showed that the prior training on b-learning as the main predictor variable in 4 of the 5 classification trees obtained. The paper concludes by emphasizing the importance of knowing the expansion phases of the b-learning adoption process in academics, identifying user types or profiles based on individual characteristics, in order to inform decision-making by the university administrators interested in accelerating the dissemination of such educational innovations. [ABSTRACT FROM AUTHOR]

This paper is intended to express some theoretical and practical considerations about the process of designing didactic training of professionals, so that helps promote the professionals who are in college public participation in cultural spaces. Promote the idea that such a transformation in students is argued, requires the development of actions to arouse in them a personal need, the enjoyment of the arts and literature, as well as artistic and aesthetic sensitivity training. The formation of cultural audiences on campus is conceptualized. Theoretically modeled the dynamics of cultural management training system extension and teaching procedures for implementation on campus is proposed. The relevance of the proposals made is corroborated through consultation with a group of specialists. [ABSTRACT FROM AUTHOR]

This paper defines four modes of tutorials created ad hoc in order to develop a specific experience of Learning Project (APP), in the Bachelor of Advertising and Public Relations from the University of Girona. The project has been based on the development of a comprehensive communication campaign from an actual concrete custom client, in this case, the Dean of the Faculty of Tourism. The students have taken on the role of media agencies, teachers have taken the role of campaign managers, and they have corrected their work in the different areas of their campaigns: campaign advice, online communication, audiovisual creation, adverting. Finally, the client role was made by the Dean by acting as a real customer giving students a real and concrete order. The development of the project was made from a systematic and ongoing mentoring that has allowed a combinatorial tutorial, flexible enough to meet the challenge posed to students. Communication campaigns were submitted to a heterogeneous, with the presence of teachers, students and clients. The 4 types of tutorials presented in this new model of university teaching are: specific tutorials weekly, cross tutorial weekly, tutoring and mentoring rehearsal and evaluation tutorial. The result is a rigorous experience that simulates professional work globally serving specific interests and knowledge. We conclude the optimal implementation of this quadruple model of active tutoring in an APP experience. The mock pilot was conducted in 2011/2012 and the final execution took place this year 2012/2013. [ABSTRACT FROM AUTHOR]

The growing production of digital educational materials has encouraged the emergence in recent years of repositories that concentrate valuable resources for teachers, students and educational institutions in general, well as the importance of using these repositories in teaching and learning. At present projects Learning Object Repositories (ROA) has been increasing, which is why this paper addresses the issue of ROA and its use in the University of the East, for its development is a review of the concepts basic Learning Objects, since no one could speak of the ROA without mentioning these object types and then state why the use of this at the University of the East and the strategy for its implementation. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the pedagogical affordances required in designing and supporting collaborative tasks in virtual environments. We conducted a case study at the Open University of Catalonia (UOC) in order to study the design made by experts in collaborative practices. We analyzed two experiments carried out by two expert teachers in the use of online collaborative methodologies. The methodology has combined different approaches of analysis from a qualitative perspective. It has been contrasted the teachers' and students' perception, the interactions and products generated in the course. As a result of this research, we have characterized the types of tasks that promote collaborative knowledge building. The results confirm previous research that suggests that for a collaborative learning must confront students with complex tasks. Students must perceive that the effort involved in collaborative work has benefits for the development of learning activities. For its part, the teacher must plan the distribution of control and responsibility of the participants and promote the development of joint products. In the article, is contrasted the design elaborated by teachers and perception of students. Finally, we provide a number of indicators to support the design task and collaborative knowledge construction in online learning. [ABSTRACT FROM AUTHOR]

This paper presents a study on appropriation and educational uses of cell phones in a random sample of 954 students and 246 teachers, representing 12% and 24% respectively of the total population of the two campuses of the Universidad Autónoma de Baja California (UABC) in Ensenada, Mexico. A survey was developed and applied to this university population in 2011. The results show that students had used cell phones for an average of seven years, while teachers had an average of ten years of use. Students were able to operate their mobile devices with more ease. Cell phone ownership was 97% among the teachers and students. However, we observed that there was not much use of the cell phone for educational purposes, the principal ones being communication, information management and organization. The main disadvantages found were the potential for distraction and the high cost of Wi-Fi connection. The cell phone has great educational potential; nevertheless, further research is needed for its proper integration in the university educational process. [ABSTRACT FROM AUTHOR]

Currently students should be prepared to face several and varied work environments besides issues demanding innovative approaches and resolution skills. Then higher education must implement new teaching strategies aimed beyond a formal content learning. This paper shows the Problem-Based Learning (PBL) as an approach that promotes an active learning for a comprehensive education of students in line with an ideal professional profile and target learning objectives, so we reviewed their source, development and application to teach health sciences, giving as a result some reflections for implementation in the classroom, and a final conclusion says it is a useful methodology to train professionals from various fields. [ABSTRACT FROM AUTHOR]

This paper brings a reflection, from a pedagogical point of view, about the changes in the European educational area according to the Bologna Process. Regarding the discursive elements as well as the methodological proposals derived from the educational change, an analysis of the transformation of the educational model in the university is presented. This analysis also includes the educational changes produced in the teaching activity, the relationship between teachers and students, in addition to the impact that those changes have produced in the dynamic or the work load in the classroom. From a critical point about the discourse, the text is organized regarding to what the new languages are improving, hiding or discrediting to establish how to rethink the teaching and learning question in the new educational frame in Higher Education. [ABSTRACT FROM AUTHOR]

The implementation of the European Higher Education Area in Spain has involved a substantial change in the traditional practices of university education, introducing important modifications both in the teaching methodology and in the assessment criteria. This work presents the experience carried out by the Faculty of Economics and Business Administration of Albacete in the subject of Cost Accounting. The paper aims to determine whether the new methodologies used in recent years and the introduction of new criteria for assessment have had a positive impact on the improvement of the students' performance and motivation in the aforementioned subject, which is taught in the third year of the degree in Business and Management Administration (ADE). In order to achieve this, we compared the grades obtained by students during the academic years 2009/2010 and 2010/2011 (in which the ECTS methodology was applied) with those obtained in the two immediately preceding academic years: 2007/2008 and 2008/2009 (where the teaching methodology involved lectures and a final exam worth 100% of the final grade). The findings evince an overall increase in the rate of students who take the exam and participate in the process of continuous assessment as a result of the new teaching methodologies. [ABSTRACT FROM AUTHOR]

The internet has become the main source where information can be located, which has facilitated certain university student practices, plagiarism and cyber-plagiarism in particular. Academic plagiarism and related dishonest practices result in the incorporation, although unevenly, of legal, educational, and anti-plagiarism software, etc., on websites in an increasing number of Spanish university libraries. This can be a strategic decisión if considered within the framework of the new EHEA teaching methods, which require that students produce a large number of academic papers, and the growing implementation in the Spanish universities of informational skills. [ABSTRACT FROM AUTHOR]

The rapid changes produced in the educational contexts of higher education have generated a greater complexity of the teaching work of the university faculty. Under these new contexts, education must face a new challenge: specialized training in higher education. As a consequence, in order to provide a relevant training, the detection of the key aspects required in this unique training, according to the particular characteristics of each discipline, the responsible teachers and even the organizational culture to which they belong, is necessary. The term teaching styles refers to the specific, characteristic and unique ways of educating, configured by the teacher's personality, their own ways of doing and the means that enable to reach certain achievements. To investigate the teaching styles of teachers in the university require having adequate tools to study the various aspects related to higher education such as personal characteristics, concerns and ideas about teaching, methodological dynamics and teacher assessment in an specific subject. The objective of this paper was to assess validity and reliability of the Questionnaire on the Teaching Orientation of the University Professor (CODPU) of Feixas (2006) when the style adopted by the teacher is considered. This instrument is composed by 36 items on different aspects of university teaching and it seeks to understand the teaching styles, i.e.: guidance or focus (concerns, ideas about teaching, methodological dynamics and evaluation) of the university professor. The questionnaire was applied to a sample of 238 teachers of private universities. In order to assess the reliability, the Cronbach alpha was applied. In order to study the construct validity, a factorial analysis was conducted. The results show that there is a two-dimensional structure, with a Factor 1 including items that evaluate teacher orientation focused on the student, and a Factor 2 including items that evaluate the orientation focused on the teacher. In this regard, the theory holds that each factor refers to the teaching concepts and strategies and teacher characteristics and concerns, according if it is student-oriented learning, or the teacher and his teaching (Feixas, 2002, Trigwell & Prosser, 2004). Regarding the reliability, an index of .81 was obtained, strongly supporting the internal consistency of the instrument. In considering the reliability of each factor the following results were obtained: for Factor 1 a Cronbach alpha of .81 and for Factor 2, an alpha of .76. The self-report shows, as a whole, an acceptable level of reliability. Similarly the coefficients obtained for both factors meet the conditions of reliability. These data allow us to develop an opinion of value of the instrument in the light of a specific purpose, as in this case to identify the characteristic teaching styles in college. Although additional psychometric studies are required, the results indicate that CODPU is an instrument initially valid and reliable for the use in our context. The knowledge of these psychometric properties is essential for the use of the instrument and the data obtained with it are significant. To assess the attitudes and predict the ability for change and to establish appropriate techniques for valid and reliable measurements are needed primarily. Also, among the most valued aspects of educational practices that promote effective learning, some studies point: concern for students, quality of educational relationships (Giles, Ryan Belliveau, De Freitas, & Casey, 2006) and attention to the particular needs of students (Mendes, 2003). From the identification of learning styles, we can generate changes in those approaches that promote effective teaching. [ABSTRACT FROM AUTHOR]

The present paper is the result of a research line aimed at identifying and describing the steps followed by competent university teaching for knowledge elaboration and manifestation. With this purpose, the processes followed by some particularly competent, fully experienced lecturers at the University of Barcelona is analysed to determine the set of knowledge and abilities which allows them to reach high-quality teaching standards. Thus, the present study attempts to identify lecturers' sources of professional learning through the recovery of habitual teaching contexts which end up becoming invaluable learning and training opportunities. After putting forward the ways in which lecturers acquire and build useful knowledge on their everyday teaching practice, some guidelines for initial and ongoing training of university lecturers are also given and put an end to the present work. [ABSTRACT FROM AUTHOR]

A Plan of Action Integral Tutoral is shown that cooperates to the student's formation, starting from the improvement of the work tutoral, the educational and political-ideological work, to elevate the permanency and academic efficiency in the Central Headquarters and Municipal University Centers. Theoretical, empiric methods were used, as well as the approach of an expert group of the UNAH "Fructuoso Rodríguez Pérez", what allowed to determine inadequacies of the work tutoral, in the planning, characterization of the tutorados and lack of orientation of the activity, for what doesn't reach the protagonism, improvement and efficiency that it is expected from her, in correspondence with the current state of this work in the CES and CUM of the counties of Mayabeque and Artemisa. A Plan of Action Integral Tutoral is exposed, assisting to the five dimensions of its to work, its foundation, characterization, is presented general objective, stages and its specific objectives, procedures and tasks of these, including the actions for its implementation in the different levels of address of the Educational Process. The paper of the work tutoral is evaluated in the current stage of the Cuban university, and the importance of having a Plan of Action Integral Tutoral, like instrument for the improvement of the tutorship. Where their progress and effectiveness are closely bound to the indicators of academic efficiency, formation of values and the educational work. It is to contribute to the student's integral formation, from the pattern existent semipresencial in the Cuban Superior Education. [ABSTRACT FROM AUTHOR]

Learning General Physics I in technical sciences of university courses in the semipresential category is a pedagogical problem which needs attention and prompt didactic solution and well--based pedagogically proposals due to the fact that these courses are designed with a great deal of contents to be taught in a rather short period time. The course are mainly influenced by presential category along with a traditional design which has a tendency to separate physical phenomena in an analytically and simplifying way. However, these physical phenomena are to be studied since they provide students with formal learning of this discipline which, at the same time, brings about unnoticed difficulties to learn the basis of this science obviously necessaries for the future engineer is fulfillment. This paper shows a completely new didactic experiment based on revolutionary changes in the design of General Physics I which aims at the learning of general laws and principles that control real physical processes. This helps achieve a more rational organization of this course and makes a more firmly and better acquisition of knowledge about the basis of this discipline possible. All this is done fronts logical design of the contents which characterizes necessary magnitudes to describe mechanical movement from a logical point of vie co that responds to a construction of an initial conceptual map. [ABSTRACT FROM AUTHOR]

In this paper we present methodological alternatives of teaching, which can be used in the teaching-learning process of Statistic, in particular, in the treatment of the so-called Poisson distribution. Moreover, the work provides some suggestions about the possibilities that methodologically can be used in order to motivate and strengthen the learning of such matter. [ABSTRACT FROM AUTHOR]

In this paper we show the most relevant results of the first year of implementation of the Educational Evaluation National Network and University Teaching. The basic methodology used was action-research on formative assessment practices in higher education, in subjects taught by teachers members of the net, with a total of 41 cases. The results present the advantages that this assessment system meant both for students and for teachers involved, including the greater involvement and motivation of students, as well as further development of students' autonomy. Some difficulties were also detected, such as excess work for the teachers or the lack of habit of students in formative assessment processes. The project we have developed has a direct effect on the university teaching practice and lead us to consider the formative evaluation as an essential element to renew our teaching practice and as a good alternative for dealing with the changes arising from the European Higher Education Area. [ABSTRACT FROM AUTHOR]

This paper addresses the confluence between didactic strategies aimed at students' construction of knowledge and the potentials of asynchronous virtual learning environments, as spaces where educational processes predominantly take place through electronic reading and writing. Asynchronous written communication may help students to appropriate and reinterpret their own words and those from others and allows the professor to recapitulate what is produced by this textual community. Finally, this kind of interchange raises challenges and questions about the transformations of reading and writing in the new online environments. This work is based on the observation of the virtual class fora and the qualitative and interpretative analysis of the didactic interchanges with a focus on the professor's interventions. [ABSTRACT FROM AUTHOR]

"Quantitative Methods for the Economy and the Company" was a class traditionally taught through conventional lectures leading to a feared final exam as the sole form of evaluation. In order to make that methodology more attuned to the European Higher Education Area, we have decided to incorporate a more practical approach to promote student-centred learning as well as a new system of lifelong evaluation. This paper presents the analysis of students' opinion about the new methodology and training materials. [ABSTRACT FROM AUTHOR]

This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first-year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which this b-learning experience is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students' satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students' satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures. Some of the conclusions point to the favourable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions. [ABSTRACT FROM AUTHOR]

The discourse stating that the profound changes in ICT of the last decade have also radically altered the way our students learn, and that they can all now be considered digital natives, is increasingly prevalent. However, this paper argues that these changes are not as immediate, automatic or beneficial as the dominant political and technological discourse on the benefits of ICT would have us believe, and that they give rise to many different situations that characterize university teaching and learning practice. Using the ratings of three Likert questionnaires on information processing and communication in three different environments (Moodle, Tuenti and the classroom itself), and applying multivariate techniques (factor analysis and cluster analysis), we have found four clusters: pro-ICT students, anti-ICT students, listless student and neutral student. The presence of such segments of students allows us to conclude that, although computers are nowadays taken for granted in Higher Education classrooms, we are perhaps overestimating both the real impact of ICT on teaching and students' digital competencies, and that this false perception of reality benefits technology vendors but not methodological and pedagogic innovation, which can only be achieved through the necessary reflection on education matters from educational principles. [ABSTRACT FROM AUTHOR]

The European Higher Education Area (EHEA) laid the foundations for a model of competency-based training. In this sense, there are several proposals suggest working on the ability for teamworking in activities developing the content of one or several subjects. However, they aren't so common in assessment tasks. This paper contains an application of Teams-Games-Tournament (DeVries and Edwards, 1973) to carry out the assessment of a subject. Teams-Games-Tournament is an alternative to traditional assessment tests based not on individual assessment, but on the development and group collaboration to achieve common goals. The implications, advantages and disadvantages of the application of this technique are discussed in the framework of the European Higher Education Area (EHEA). [ABSTRACT FROM AUTHOR]

In this paper we present the results arising from a project to the preparation and testing of a multimedia material to promoting autonomous learning in the acquisition of specific competences of the Ecology practices course, in Biology studies at the Universitat de les Illes Balears (UIB). The main objective lies in the gradual adaptation to the European Higher Education Area (EHEA) from greater coordination among teachers and the acquisition of new resources for teaching. The results obtained in the materials experimentation can be considered significantly positive. [ABSTRACT FROM AUTHOR]

Based on cognitive science's postulates, we propose an innovative way to teach journalism. The method stands on three main points: freedom vis-à-vis narrative approaches, playfulness vis-à-vis the appropriation of knowledge, and room for rectification in the process of evaluation. This paper collects the developments of an experience where this teaching method was applied during a class-course of journalism, having previously analyzed the competence and skills with which the students first arrived, and finally proposing a flexible methodology that articulates the contents, the workshops, and work produced with each group's profile. The strategy here set out, was selected as the best educational innovation experience at Universidad del Norte in 2007, and is updated every semester through course feedback. [ABSTRACT FROM AUTHOR]

This paper presents some findings of an evaluation study conducted in five spanish universities on the design of a 'FORCOM Guides for Self-Assessment Teaching Competencies'. This device has been developed to help university teachers to cope with the teaching demands of EHEA. Data collected in a previous teaching needs? assessment were the grounds of the very first design of the guide. Sixteen senior university teachers - of any scientific area- had been demanded, firstly, implementing the Guide, and next, they had been required in order to look for their perceptions about: a) the ease and other aspects of practical management of the Guides ('format evaluation'), and b) the utility and suitability of its content to teachers? teaching needs ('content evaluation'). Data analysis points to: 1) the validity and utility of the created device, especially for helping well experienced teachers in EHEA; 2) its capability the increase the teaching technical knowledge of the teacher, and 3) some change demands related with the present format and with the content of the Guides, as well. [ABSTRACT FROM AUTHOR]

Currently there is a significant amount of information that refers to the generation of knowledge about teaching and learning modalities supported by technologies. This paper gives an outline of the work between 2003 and 2013 that has been published in Latin America through scientific media type. The purpose of this study was to identify the countries of origin, the thematic areas addressed, the methodology and the main discoveries. It was found that there is a tendency to make publications lacking of descriptive empirical referent; there are few publications that refer to research on mixed research paradigms, quantitative or qualitative. Similarly it was found that the information collected mainly comes from some specific areas such as psychology, education, economics, and computer science, among others; and there are few works that are focused on the development of research scientific production; this scientific area is weak, but it is at the same time an area of opportunity to be developed. [ABSTRACT FROM AUTHOR]