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We present an analytical reflection on our experience as adscriptas a la investigación, a term used in Spanish to describe the role of those who volunteer as students to be in an apprenticeship relationship with experienced professors-researchers at our public university (School of Humanities) in the metropolitan area sorrounding the city of Buenos Aires. We have analyzed and written our piece in two voices, as we are both apprentices. Methodologically, we start from our work logs, audio recordings and photographs to make an analytical description of the assignment, which is divided into three sections: the place of others in the construction of knowledge, word in dispersion and resistance, and spaces and bodies that communicate in themselves. Our reflection accounts for the learning and transformation opportunities generated from the implementation of a new pedagogical practice for us. Thus, we observe that a space was created in connection with others that favored parity, horizontal communication, and, together with it, the collective construction of new knowledge based on local epistemologies. [ABSTRACT FROM AUTHOR]

The incorporation of gamification strategies in teaching has been described as a tool to increase the motivation and engagement of students with the subject. Under this premise, an educational innovation experience has been developed using the Kahoot! platform in the first and last laboratory practice of the Cell Biology course of the Biology degree. The participants were 135 students divided into 12 laboratory groups, which were divided into experimental and control groups. All groups solved a questionnaire on paper about the concepts explained in class, at the end of both practices (post-test), but only the experimental groups solved a questionnaire before the class (pre-test). Before the first practice, students in the experimental groups answered the pre-test using Kahoot! However, for the last practice, some groups solved it by playing Kahoot! and others with pen and paper. The results showed that those students who were selected to play Kahoot! obtained a higher number of correct answers in the test performed after the practical session (post-test) than those who did not solve any pretest or who did it in a classical way. Therefore, our results suggest that implementing gamification in teaching considerably increases student motivation, probably due to physiological changes experienced by the brain during the game and the creation of a positive climate, which facilitates the learning process. [ABSTRACT FROM AUTHOR]

In March 2020, face-to-face classes in Mexico were suspended due to the COVID-19 pandemic. From that moment on, virtuality was the means that allowed the continuation of teaching and learning activities in higher education. Today, almost a year and a half after the beginning of this scheme of work, the educational authorities are preparing for the return to face-to-face teaching. However, it is not yet known when the necessary conditions will exist for this to fully occur. This article addresses various possible scenarios in the post-confinement era, as well as the acceptance that these would have in the university student community. Its objectives were to characterize student perceptions of classes after COVID-19 lockdown and to compare them according to educational program, academic period, and employment status. The research design was quantitative cross-sectional, non-experimental, exploratory-descriptive in scope. A total of 1395 students from five university programs (Administration, International Trade, Public Accountant, Law, Information Technology) participated and answered an online questionnaire. They were asked about their willingness to continue taking online or hybrid classes in different scenarios, as well as about the continued use of collaborative tools and the need to promote technological and information security skills, given the digital nature of remote education. Data analysis was performed with the SPSS package. Descriptive values were obtained and nonparametric statistical tests of differences between groups were performed. The results show that students value positively the power to decide to take a subject online or face-to-face. In either mode of post-pandemic work, students would agree to continue using MSTEAMS. On the other hand, the recording of sessions was well valued, as well as the possibility of reducing the cost of enrollment if the education were hybrid or online. Also, students would be willing to take their theoretical courses online. It was found that law students are less in agreement about continuing to take their theoretical subjects online and administration students are more in agreement. Also, administration students were more in agreement to continue using MSTEAMS. On the other hand, students in the last semesters are more in agreement to continue with online classes and resources compared to students in the first semesters. In the analysis by employment status, no differences were found. This paper provides an overview of the acceptability of various hypothetical post-pandemic scenarios and allows reflection on the learnings obtained with online education in the COVID-19 times and how these could enhance academic activities after confinement. [ABSTRACT FROM AUTHOR]

Emotions are a major factor in the learning process. Therefore, this paper aims to analyze the emotions experienced by students of English as a Foreign Language (EFL) as regards reading comprehension. The sample, composed by 194 university students of Education, completed the EFL Skills Emotions Scale (Pishgadam et al., 2016) in which they indicated their emotions about reading. The results show that the most present emotions are positive, fun and hope, followed in frequency by two negative ones, anxiety and boredom. Comparing the students, we found significant differences in the emotions experienced between those who are getting prepared to be English teachers and those who are not. We conclude that there is a need to favour a methodological change in the teaching of reading comprehension for its work to connect emotionally with the students. [ABSTRACT FROM AUTHOR]

The current issues surrounding university academic literacy and research capabilities faced by universities are a major challenge for the entire university community. Different studies state that the appropriation of capacities for research and the work of academic literacy in university education must be incorporated into teaching and learning process. The objective of this paper is to analyze the appropriation of the pedagogical proposal focused on strengthening the competences in research of the students, coordinating transversal contents and specific contents in two undergraduate subjects, Epistemology of Social Sciences and Philosophy II. Both degrees of the National University of San Juan have in common that they focus the profile of their graduates in the professional practice in the intervention both in the social and in the field of health. The methodological design begins with a first phase of background research, analysis of weaknesses in the student's investigative skills based on theoretical and empirical studies. The second phase focuses on the justification for the implementation of pedagogical practices, student guidance, on the use of techniques and strategies linked to research and integration of research and literacy skills. In the last phase, an evaluation is carried out within students in order to analyze the perception related to the appropriation of tools. For that purpose, a mixed qualitative-quantitative questionnaire based on research skills has been implemented among students. This instrument consists in 33 closed items and 2 open questions, in which 52 students participated voluntarily. The conclusions show the different ways of appropriation within students related to specific university literacy and research competencies for the management of sources. The challenges that arise from these issues show the need to move forward into the construction of tools that cooperate in strengthening the research profiles of graduates. [ABSTRACT FROM AUTHOR]

In this paper, we discuss the problem of assigning teachers to the learning units. The approach takes into account the professional profile of teachers, the experience and interest to assign a learning unit. From a mathematical point of view, the objective is to find a complete assignment of teachers to learning units, which maximizes a function of weighted aggregation. For the optimization process, the variant of the Ant colony system (ACS) of the Metaheuristic optimization based on Ant colony (ACO) is used. As a case study, we used a real scenario of the Technical University of the State of Quevedo with 18 teachers and 54 subjects of Systems Engineering. The results showed that the proposal has a high degree of convergence and low standard deviation values; This is summarized in high quality solutions in most executions. [ABSTRACT FROM AUTHOR]

There are inadequacies in evaluating learning, which has a bad effect on Cuban higher education training process. This paper is aimed at making a body of didactic suggestions for a better management of this process, which will contribute to a comprehensive training of university officers, academics and students. Some theories on and concepts of learning evaluation are presented. Didactic suggestions include, on the one hand, the interdependence between knowledge assimilation degrees, organization of teaching-learning process, teaching methods, and learning evaluation; and, on the other hand, the three stages of learning evaluation process. Didactic suggestions for an improved learning evaluation are made as well. [ABSTRACT FROM AUTHOR]

This piece of paper is on aspects related with the battering the management the Human resources in Educational Institutions addressing importance to the university teacher's upgradingthat is indispensable premise and condition to increase and go deeper up to an excellence culture scientifically direct and with a goo quality the teaching learning process, but it demands for a higher characterization hat should be linked to the purposes of today Cuban (university of the present times; that's why, the teachers category must be understood as a condition attributed to the higher education, the level of preparation reach by the teaches that conveniently helps the organization of the work and its responsibilities in the field of investigation, teaching, and university management, starting from the general, specific functions and the accomplishment of requisites, On it is offered a proposal of actions to contribute to the teachers' preparation. [ABSTRACT FROM AUTHOR]

The development of Information and Communication Technology (ICT) has had a major impact on higher education which has to face new challenges involving changes to learning environments. The Web 2.0 technology and adaptive virtual teaching aids play a significant role in virtual learning. These store digital content which makes learning possible and can be adapted to suit students' individual needs through apps, systems, and contexts. This paper reflects on how to develop these aids, and presents the design of the first adaptive virtual teaching aids used in courses offered at the Latin American School of Medicine, a major international medical school in Cuba. [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]

This paper presents a brief look at the evolution of university libraries and a change to a new library model named "Learning and Research Resource Center - CRAI (in Spanish, Centro de Recursos para el Aprendizaje y la Investigación"). Here, the paper shows the results obtained on a diagnosis conducted in Universidad de la Havana's library network ( in Spanish, Red de Bibliotecas de la Universidad de La Habana); we propose a series of strategic lines to work and actions to transform this network into a CRAI, and finally, the paper proposes a CRAI model for Universidad de La Habana. [ABSTRACT FROM AUTHOR]

MOOCs are seen as the latest evolution in online learning and, since their launch in 2008, they have become an integral part of university course curricula. Despite the social success of these courses, the learning design and efficacy of their results have been questioned. Most current research has focused more on discussing their potential to offer quality, large-scale education worldwide rather than measuring learning outcomes. This paper shows the results of a research study that focused on the pedagogical design of a cooperative MOOC and its influence on motivation and academic results. A Delphi study was used to validate the design, and the motivation variable was controlled using the Instructional Materials Motivation Survey (IMMS). Academic performance was assessed through evidence-based learning. The paper argues that design, which is defined by the students' intensive use of social networks and the activities they carry out in their Personal Learning Environments, has an influence on performance, and the variable that mediates in that relationship is the level of satisfaction with the perception of the design. The academic results obtained and the students' motivation support the use of cooperative MOOCs in university education. [ABSTRACT FROM AUTHOR]

This paper presents the results of the research that analyzed the perception of the educational benefit of users of the Learning Management System (LMS) Blackboard that is used at the Autonomous University of the State of Hidalgo (UAEH), taking as a central axis the question: What is the benefit of the learning management system as a technological tool in the educational process of UAEH? For this, the analysis was performed based on the models: TPACK by Mishra & Koehler (2006), SAMR model developed by Puentedura (2006) and TAM3 developed by Venkatesh & Bala (2008). Methodologically it is a multiple case study, where several cases are used simultaneously to explore and describe a reality. Three teachers of the Campus Tlahuelilpan of the UAEH participated in the semistructured interview, which constituted the technique for obtaining data. The results indicate the need for an adequate training, not only in the technological, but also in the pedagogical and curricular; adequate infrastructure and changes in institutional policies, among others. This responds to the theoretical models mentioned above. It is suggested that Higher Education Institutions take into account this results when implementing a Learning Management System as a support in the educational process. [ABSTRACT FROM AUTHOR]

This paper rises as research problem of the relationship between epistemology and education of technology. We present three objectives: a) construction of a proposed epistemology of technology, b) identification of the conceptions of technology has a group of engineering students, through a survey, and c) the approach of a model for teaching-learning technology. The findings determine: a) an epistemological model for technology from the paradigm of complexity, b) that conceptions of mainly students take science as true knowledge, theoretical and empirical testable, with an application or production of devices called technology, so that the technology lacks knowledge and methods, and c) the didactic model that responds to the complex epistemology of technology is the focus of relations between Science-Technology-Society- Environment. [ABSTRACT FROM AUTHOR]

This article shows the results of a qualitative/documentary study on intercultural education carried out in the mountain region of Guerrero, Mexico. The paper analyzes in particular the Universidad Intercultural de los Pueblos del Sur, which has been able to develop a project in intercultural education and even expand it to five municipalities in the state of Guerrero. The university represents a space of informal education for indigenous youth, using an educational model oriented to the rural perspective and encouraging abilities in communities and families through technical assistance by transferring technology and specialized knowledge in agricultural activities. The paper concludes by making recommendations that orient intercultural educational practice, taking into account the evidence contributed by research. [ABSTRACT FROM AUTHOR]

The e-portfolio used as a tool in the process of teaching and learning, provides students with opportunities for reflection so they can achieve improvements throughout their own learning process. This is also a powerful tool that accompanies the process of fulfilling changing requirements, ensuring strong involvement of students, increasing awareness of their own learning and progress, and emphasising the promotion and development of skill-based assessment. The e-portfolio has been implemented in nursing studies at the Universitat d'Andorra, in all the practical subjects, provides a wide range of activities that guide and assist in the teaching-learning process and shows the progress of students' improvement during their clinical training, in a transversal and longitudinal way throughout the first university level in nursing. In this paper, we analyze a group of 25 students of Bachelor of Nursing, and we clearly show how mentoring and monitoring the student during clinical training is very important, both to offer tracking of the activities thus helping their improvement, and to provide continuity and support. This tutoring offers the opportunity to reflect continuously on the activities and experiences in front of new real situations that involve new approaches, doubts and therefore evolution and progress. The results of implementing the e-portfolio shown in this paper, demonstrate the high level of participation and constancy of the students and their progress throughout clinical training. [ABSTRACT FROM AUTHOR]

The evaluation of learning remains one of the most contentious and difficult for teachers elements. Methodological and technical solutions as erúbricas they claim to solve this situation, knowing that teaching situations are very different so it can not be a single solution for all cases, but specific measures suited to contexts where teachers will arise help from communities of practice. This paper presents the evolution of a service erúbricas [1] which departed from the first experience paper rubrics, and with time and various educational projects first innovation and R & D + i [2] more later, it has evolved with the support of a community of practice [3] and the exchange of experiences between teachers and researchers. In this article showing the results and functionality of this service achieved to date of this publication. [ABSTRACT FROM AUTHOR]

Introduction: In 2006, the Nursing School of the University of Chile began changing the teaching plan from a learning objective syllabus to one based on competencies; this implementation began in 2013. Objective: This paper aims to present a summary of a research carried out from 2010 to 2013 by the syllabus innovation commission of the Nursing School from the University of Chile in order to implement a syllabus based on competencies Methodology: It presents the different phases that require the integration of different actors, per se; the academic school staff, external teachers to it, employers, graduates and students from the nursing program as well. Conclusions: This experience allowed thinking about some of the paradigm changes required in this process, such as the student at the learning center, with dynamic and proactive participation of them, the agreement on using a different language, with innovative methodologies that aim to a meaningful learning. [Silva-Galleguillos A. Training by Competencies in Nursing. An Experience from the University of Chile. [ABSTRACT FROM AUTHOR]

This paper presents the experience carried out by a confederation of Higher Education Institution (IUS) operating in six states of Latin America. To achieve the goal of new model of teaching and learning based on "learning process" and shift the paradigm of learning as "centered teaching", the Higher Education Institution have defined a new profile of the university teachers. This action expresses three characteristics presented in this paper: the first refers at the profile as "product" of a Community of Thought; the second refers to "participated process", a working model that allowed the co-construction of the profile with the teachers, the administrative and the human resources staff of the universities; the [ABSTRACT FROM AUTHOR]

This paper presents the results of an educational innovation in Higher Education, whose aim is to design and test a pedagogical model for e-learning. This paper has the main aim to identify and evaluate emotional factors related to elearning by means of a survey research. The results show emotional well-being scores higher than wrong-being, identifying a range of emotions, which are related to different emotional states in e-learning. In addition, we present features of teachers' and students' virtual discourses in forums of discussion starting from types of educational interaction and kind of emotions related to certain settings of learning activity. [ABSTRACT FROM AUTHOR]

This paper evaluates the integration of mobile devices for learning proposes and identifies those factors that influence the adoption of this technology in higher education. A sample of 411 students participated in the research. The data was analysed using two models of technology adoption (TAM and UTAUT) including socio-demographic indicators. The results show that three-quarters of students use mobile devices for tasks associated with their studies, and nearly half for specific learning proposes, and do so regardless of the resources that provide them the University. The results confirm the theoretical models, while being female increases the probability of adopting the m-learning. [ABSTRACT FROM AUTHOR]

This paper set out to address some considerations for knowledge as sets that are of high value for organizations, es pec ial ly ins tit ut ion s of h igh er education. The methodology is the result of research results was based on the use of qualitative techniques achieving expose the concept of active organization all earning as anassetcriticalto organizational performance, they also establish their characteristics, similarities and differences with other taxonomies knowledge as sets. The assets of organization all earning are of great importance for strengthening the identities of its owners, enhance the exchange of knowledge and promote the flow of knowledge related to organizational objectives. [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 use of text messaging (UMT) in classroom is increasing. Its effects on academic performance range from fostering learning to affecting and interrupting the students' attention. This paper discusses the development and validation of the Questionnaire on Experience and Use of Text Messaging in the Classroom (CEUMS) as a first step to explore this activity and its relation to the perception of involvement in learning (PIA) in Puerto Rico. The CEUMS contains two scales (UMT and PIA) and was administered to 238 undergraduate psychology students at the UPR-RP. In addition to reviewing among judges, an exploratory factor analysis of principal axis factoring with oblique rotation was performed and reliability was measured through Cronbach's alpha coefficient. The UMT scale obtained good reliability (α = .88) with ten items divided into three factors, while the PIA scale obtained acceptable results (α = .75), with five items on two factors. The results points toward a need to consider both scales independently as unidimensional constructs, as well to add items to the scales and increase the amount of sample to confirm the emergence of a factorial structure. [ABSTRACT FROM AUTHOR]

Educational models proposed in the last three decades have adopted a student and learning centered approach. In this context, it is worth asking how institutions of higher education apply such models, particularly in a context such as Mexican, where the educational system is highly bureaucratic and focused on efficiency, not on people and closely linked to the political system. The aim of this paper is to show the way a School applied the educational model, which was taken by the university it belongs to as the actual model. Moreover, the purpose is to show how the model is translated in concrete actions adapted to its own context; involving not only teaching and learning activities, but also the school management itself. The research is exploratory, documentary and supported by the case study design. The findings indicate firstly, that the actions taken went beyond the scope of curriculum and covered the different areas of work of the school, becoming a case of interest in the Mexican context (and perhaps Latin American) because a general education model was applied in a comprehensive and contextualized way, achieving an own institutional management model. [ABSTRACT FROM AUTHOR]

This article provides a general overview of the literature about faculty evaluation. The review process begins from the main challenges that have been found in different publications, research reports and literature, where faculty evaluation has been addressed by its conceptions, purposes, approaches and instruments. Through this lens four aspects has been considered: the complexity of the teacher activity, the lack of agreement towards what to be a good teacher at university is, to limit the teacher's responsibility only to student learning, and the growth of the criteria for teaching evaluation. These criteria could be materialized in some perspectives about "good teaching". The review offers a clear idea of the state of the art regarding faculty evaluation research. It gives elements of analysis for the development of research in the future. The paper concludes by describing a comprehensive, open and flexible approach to teaching evaluation. In addition, we describe some foundations for the development of this approach. [ABSTRACT FROM AUTHOR]

This paper describes the main features about the concept of Learning Styles, highlighting contributions of the main models that define this concept; it shows the role of learning styles over academic performance focusing it towards the university population, which underlines the importance of the different styles used in the learning process, student's autonomy and the contributions to this learning process, which implies the understanding of how the student learns, this work also considers similarities and differences on the results of the research about Learning styles and its connection to the academic performance. [ABSTRACT FROM AUTHOR]

Current competency-based educational models emphasize student's self-regulatory processes, through this seek to develop skills for learning throughout life and thus contribute to the continuous improvement of professional performance. Rubrics are tools for training and evaluation, which gradually promotes self-regulating process, while progressively reduces the external support. This paper poses a methodological strategy to promote the students self-regulation by the use of rubrics. Three key elements that support the learning process are discussed: reflexive practice, collaborative learning and feedback provided by peers and teachers. The design and use of rubrics in higher education demand: curriculum alignment, coordination with other subjects in the same educational section, collegial work and critical reflection about formative practices. It also pose that designed learning environments must travel from areas of greater control and certainty to areas of greater complexity and uncertainty, leading students to nearby situations to professional performance in real settings. It concludes with a series of reflections on the generation of a culture of professional education that promotes greater autonomy and responsibility of students' whit their own learning. [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]

With the beginning of the third millennium was almost overtaken the discussion about whether or not there is a relationship between the Internet and the University Curriculum, the great change that trend we are witnessing in relation to the Formal Curriculum Curriculum is the transition from the Web to the web as part or supplement curriculum. In this paper we describe an alternative called "virtual communities to complement the Curriculum". The proposal is to supplement a classroom or online course the student immersion in virtual communities of practice and learning related to the course content. To explore this proposal apply to Prolog programming course taught in a degree in Mathematics with specialization in Computer Science at the Autonomous University of Guerrero. [ABSTRACT FROM AUTHOR]

Evaluation is a process whose results can be used to make improvements in the teaching‐learning process. From this view, evaluation is largely used within the bound which is maintained with the students, but its contributions to teachers’ learning can be wasted. Also, the information obtained from evaluation makes it possible to regulate the factors involved in teaching. To that end, we must pay attention to all the agents (teachers, students, contents, the classroom and the academic environment) and collect data in natural contexts. Evaluation does not close the circle; this is supplemented by the adjustments which are introduced into the process using the results obtained. In a sense, the adjustment phase is turned by natural evolution into the framework of conditions for the planning phase of the next stage, and so the circle begins again (Zabalza, 2009). In this paper, in the first place, we present the students’ evaluation as a process that regulates the teacher’s practice, that is, as an instrument to analyze the teaching‐learning process. Secondly, we describe the results obtained by conducting a survey. The analysis of the information collected through that instrument was carried out on the basis proposed by Grounded Theory, a qualitative methodology developed by Strauss and Corbin (1998) that can lead to a new theoretical framework based on the collection and systematic analysis of data. Furthermore, the resulting data have been linked with other quantitative data shown in another context (Daura y Amarante, 2011). [ABSTRACT FROM AUTHOR]

Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers' skills in the use of ICT equipment, tools and resources related to blended and virtual learning. [ABSTRACT FROM AUTHOR]

This paper expresses part of the results of the investigation project (CIUNTR-401) "A pending matter: studies on the impact of the training model in Biology (joint UNT-Middle school) in the university students' academic performance. Part II". The goal of this study is to learn about the most frequent motivations and learning strategies of the first-year Odontology students. The instrument used to gather data is the Study and Learning Processes Evaluation Questionnaire. It was used individually and collectively in 98 voluntary students. The analysis of the results makes possible to evaluate the learning approaches adopted by a university student in his or hers study process. We found the predominance of students with a superficial approach (57/98) that show themselves to be extrinsically motivated; that nevertheless use both memory and comprehension learning strategies. A 25% of the students adopt a profound approach and 9% fit in neither of the mentioned categories. These learning characteristics provides us with important keys to understand the peculiarities of the academic learning of the students in question. The results suggest the need of continuing our studies in this line of research. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore the relationship between forms of planning and organising work adopted by small groups of students in a computer supported collaborative learning environment and the quality of their achieved learning. We observed three small groups of undergraduate students on two consecutive instructional sequences. The sequences correspond to the practical credits of a compulsory course of the Psychology degree. We identified three typical coordination forms within the groups –“jigsaw coordination”, “star coordination” and “chain coordination”. The jigsaw coordination form was systematically associated with initial phases of collaborative knowledge construction, while star coordination and chain coordination were sometimes, but not always, associated with more advanced phases of collaborative knowledge construction. Thus, some patterns of planning and organising work in small groups seem to be a necessary but not sufficient condition to achieve high levels of collaborative knowledge construction. [ABSTRACT FROM AUTHOR]

Conceptions of teaching and learning held by teachers is a research topic which could mean a step forward in our understanding of important factors for improving the quality of Higher Education. For over three decades, a number of researchers have achieved results through studies which offer a corpus of solid knowledge about what teachers do and think about their teaching process. In this paper, we present the ideas held by a group of teachers about teaching and learning. The analysis, although quantitative in nature, is based on an ad hoc questionnaire based on the proposals made by some authors who have carried out studies using qualitative methodology. Results point towards a conception of the process with a quantitative profile rather than qualitative, with regard to both teaching and learning. [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]

To go towards an excellence higher education is one of the goals which makes necessary to count on management processes that enhance teaching and learning. In the present paper, some of the theoretical-methodological elements related to professional competence, interrelated with performance and suitability, besides the psychological-didactic elements that favor the learning process in this educational level are discussed. [ABSTRACT FROM AUTHOR]

In this paper, we describe the e-portfolio as a tool which makes it possible to put together an education proposal that fulfils the new universities demands in general and a teacher education for the needs imposed by information and knowledge society. In that context, we emphasize the analysis of the process of finding software allows us to pursue our goals. This is shown in the need to locate technology resources tailored to the educational needs, also transforming them into the context of the practice located. Has been selected and adapted software (Elgg) working on the need to recognize the prominence of the subject and their individuality in the organization of their own learning (Personal Learning Environment-PLE-) [ABSTRACT FROM AUTHOR]

How should we observe? How should we learn to observe, to be able to think critically about the images that surround and invade our interior? How should we perform so that the future professionals of education may also educate their way of observing? In this paper the author expresses his proposal about how to develop critical thinking, following the six intellectual skills that shape critical thinking which appear in the Delphi report, using the television series «The Boarding School». [ABSTRACT FROM AUTHOR]

The new European Higher Education Area imposes a number of requirements on the traditional teaching-learning process that should trigger certain important considerations in university teachers concerning their means and ways, in particular those related to their tutoring functions, as a result of the very spirit on which the new educational framework is based. Under this view, the teacher is no longer the one and only source of information for the student, and becomes a collaborator, a guide, and a facilitator of learning strategies. In this paper we intend to highlight the relevance of tutoring, a lifelong activity for teachers which, if carried out in a coherent manner, is undoubtedly an efficient educational means that enables students to cope with intellectual work involving new techniques and information resources, as well as to produce and manage their own learning plans. We provide both general and specific attitudes and qualities that define the ideal tutor, along with those models and techniques that we consider more appropriate for achieving effective, successful tutoring, focusing on the interests of students in terms of personal and professional learning. [ABSTRACT FROM AUTHOR]

Some Institutions of higher education face a situation of learning evasion. This reality, in a context of demand analysis, is associated with the growth of the tuition fees. Therefore, a problem to be solved appears. The paper of the professor and the academic controllers is basic for the elimination of this evasion problem, to face the possibility of consolidation of higher education esteemed for 2008, according to some specialists. In the educative process, some disciplines show a higher incidence of this fact. It is observed that the school performance and economic status of the students are not the only points associated to the number of students leaving the Institutions, but, also, the qualification of the faculty is a preponderant factor in the reduction of the learning evasion. It is necessary a detailed control and a management for the educative processes. The Institution must create conditions to the professors so they have consciousness of their role and commitments with the institutional objectives, as well as having the care to evaluate them without any type of individual protection. To eliminate evasion is a crucial task for the survival of the Institutions, because if there is a supposed consolidation of higher education coming, only the institutions prepared to diminish this problem will survive. [ABSTRACT FROM AUTHOR]