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The aim of this study is to determine the perceptions of university students toward teaching– learning processes during the COVID-19 pandemic. This research gathers inquiries made worldwide on the perceptions of students in higher education during a state of alarm. The proposed objectives were (a) to analyse the perception of students toward teaching–learning processes in university; (b) to determine the assessment given by students about the changes that took place in university teaching as a result of COVID-19; and (c) to explore resources (hardware and software), professional collaboration, digital pedagogy and student empowerment (motivation) regarding digital education and recent changes in university teaching due to the pandemic. This study used a non-experimental, descriptive design based on opinion polls or surveys. The results show a positive correlation between digital pedagogy, student motivation and digital environments. As a conclusion, we encourage the scientific community to continue delving into the motivation, collaboration and reflective exchange of experiences, self-learning and promotion of initiatives that foster the development of competencies in future teachers. It is also important to continue the research on integrated designs in training processes in university, tutoring and continuous evaluation, as they are key for digital transformation in universities.

El propósito del presente trabajo consiste en analizar, desde un paradigma crítico-propositivo, las percepciones de los estudiantes que participaron en una experiencia innovadora de carácter intercultural e interdisciplinario entre la Universidad Nacional de Mar del Plata (Argentina) y la Universidad de Sevilla (España), durante el ciclo lectivo 2012 y bajo la modalidad de grupos de trabajo cooperativos. La experiencia se centra en el desarrollo de competencias personales y participativas para la organización de grupos en Argentina con grupos espejo en España a fin de consensuar criterios, desarrollar tareas de carácter cooperativo y colaborativo y aunar aportes disciplinares a partir de diferentes pautas culturales e intereses. Los resultados evidencian la importancia de las Tecnologías de la Información y Comunicación (TIC) como soporte para el logro de objetivos más altos y demuestran que su aprendizaje -a pesar de estar subordinado al desarrollo de otras competencias- interesa al estudiante más allá de la aprobación de un requisito curricular, por el alcance en el desarrollo de su capital social y cultural The purpose of this paper is to analyse, from a critical paradigm-purposing, the perceptions of the students who participated in an innovative intercultural and interdisciplinary experience between the National University of Mar del Plata (Argentina) and the University of Sevilla (Spain) during the 2012 school year and in the form of cooperative work groups The experience focuses on the development of personal and participatory skills for organizing groups in Argentina with mirror groups in Spain to agree on criteria, develop cooperative and collaborative tasks and combine disciplinary contributions from different cultural patterns and interests. The results show the importance of ICT as a support for the achievement of higher goals and demonstrate that their learning - despite being subordinate to the development of other competences- interested students beyond the adoption of a curricular requirement, due to the scope in the development of their social and cultural capital.

Esta investigación tuvo como objetivo proponer un modelo de evaluación integral y continua de la calidad docente en la Universidad Nacional Pedro Henríquez Ureña (UNPHU), ubicada en Santo Domingo, República Dominicana. En el estudio se utilizó la metodología mixta, con un diseño no experimental y transversal, estudio de campo, con alcance exploratorio y descriptivo. Para el levantamiento de información se utilizaron dos cuestionarios y la aplicación de grupo focal. Los participantes lo conformaron 300 docentes y 22 estudiantes. En el análisis cuantitativo, los hallazgos indicaron que un alto porcentaje de profesores conoce el perfil del docente, de manera que saben que se espera de su práctica. Referente a la evaluación docente aplicada, un número considerable no conoce el proceso y no reciben retroalimentación de los resultados. Respecto a los hallazgos cualitativos, los estudiantes participantes perciben las competencias que poseen los docentes y las que les faltarían para ser el profesor ideal; en cuanto a la evaluación docente, consideran que deben evaluar todos los profesores, acortar el cuestionario y que sea aplicada de manera continua. Los resultados obtenidos direccionan a la revisión del proceso de evaluación docente, a la elaboración de un programa de inducción, capacitación y desarrollo docente en las mejores prácticas para que sean los docentes que el siglo XXI demanda para garantizar la formación de egresados de calidad. Al final del informe de investigación, se presenta una propuesta de evaluación integral y continua de la calidad docente, con la finalidad de innovar este importante proceso. The objective of this research was to propose a model for an integrated and continuous assessment of teaching quality at the Universidad Nacional Pedro Henríquez Ureña (UNPHU), located in Santo Domingo, Dominican Republic. The study uses the mixed methodology, with a non-experimental and transversal design, field study, with exploratory and descriptive scope. Two questionnaires and focal group application are used for the collection of information. The participants consisted of 300 teachers and 22 students. In the quantitative analysis, the findings indicated that a high percentage of teachers know the profile of the professor, in the way they know they are expected to practice. Regarding applied teacher evaluation, a considerable number do not know the process and do not receive feedback from the results. Regarding the qualitative findings, the participating students perceive the competences that the teachers have and those that are lacking for the ideal of the teacher; as for teacher evaluation, they consider that all teachers should be evaluated, shorten the questionnaire and be applied continuously. The results obtained lead to a review of the teacher evaluation process, the development of an induction program, training and teacher development in the best practices to be the teachers that the 21st century demands to guarantee the training of graduates quality. At the end of the research report, a proposal for comprehensive and continuous evaluation of teaching quality is presented, with the aim of innovating this important process.