The Bologna Process and Lifelong Education: Problem‐Based Learning     

Eulàlia Hernández‐Encuentra  Javier Sánchez‐Carbonell 《Higher Education in Europe》2005,30(1):81-88

This article describes the application of Problem‐Based Learning (PBL) methodology in the context of a student congress, arguing that such new approaches to learning are best‐suited to the goals of the Bologna Process. The Congress in question enabled Spanish graduate students in Psychology, many of them mid‐career professionals, to increase their learning motivation, delve deeper into the learning experience, and further apply their learning and research. By taking an interdisciplinary approach, all the teachers concerned were able to coordinate their involvement. Feedback received from students and professors confirms that the Congress promoted new strategies and skills including self‐directed learning.  相似文献   

The role of cued speech in the development of Spanish prepositions     

Santana Hernández R  Torres Monreal S  García Orza J 《American annals of the deaf》2003,148(4):323-332

The aim of the present study was to advance the knowledge of the linguistic development of students with prelingual profound deafness, especially the acquisition and use of prepositions in Spanish, a lexical category with an important role in the verbal comprehension. The researchers sought to learn the level of mastery students with prelingual profound deafness can achieve in the command of prepositions, depending on the system of communication they have been exposed to: classic oralism, Cued Speech, or signed language. The results show that the different systems of communication contribute, to different degrees, to the acquisition of Spanish prepositions, with the best results being obtained with Cued Speech.  相似文献   

Curricular change and educational quality / Cambio de plan y calidad educativa     

Adán Robles-Fernández  Javier Suárez-Álvarez  Ignacio Blanco-Saldaña  Eduardo García-Cueto 《Cultura y Educación》2017,29(1):97-119

There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.  相似文献   

Corrigendum to “High- and low-impact citation measures: Empirical applications” [J. Informetrics 5 (2011) 122–145]     

Pedro Albarrán  Ignacio Ortũno  Javier Ruiz-Castillo 《Journal of Informetrics》2012,6(4):469

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Learning environments with technological resources: a look at their contribution to student performance in Latin American elementary schools     

Marcela Román Carrasco  F. Javier Murillo Torrecilla 《Educational technology research and development : ETR & D》2012,60(6):1107-1128

Research shows that computer access and use has a positive effect on the performance reached by Latin American schoolchildren in sixth grade. This is supported by Multilevel models of 4 and 3 levels with data from the Second Regional Comparative and Explanatory Study, developed by UNESCO (2008) in 16 countries and analyzing around 3,000 schools, some 92,000 sixth grade students and 3,900 teachers. The results: Barely one-third of Latin American sixth graders have a computer in their home, and schools where these children attend are unable to reverse this. Furthermore, there is a marked deficit of computers at home and schools in rural areas. Data shows that school performance in reading and math increases significantly among those students that have a computer in their home, an increase that is greater among those students that have at their disposal >10 computers at school. In turn, increased use, both by pupils and teachers, improves school performance in both disciplines once the following variables are controlled: socio-economic level, family culture, gender, mother tongue and number of pre-school years.  相似文献   

Evaluation and accreditation of engineering programmes in Latin America     

Javier Alvarez Del Castillo 《European Journal of Engineering Education》2000,25(3):281-290

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Adequate Policies and Unintended Effects in Spanish Higher Education   总被引：2，自引：0，他引：2  

Moral  José-Ginées  Vidal  Javier 《Tertiary Education and Management》2000,6(4):247-258

Recent developments in Spanish higher education have been very positive.Universities have become autonomous and are more in tune to regionalneeds, their internal structure has become flexible, the whole systemhas become open and accessible, funds have been poured into the system as never before and market forces have started to play a relevant role.Nevertheless, some perverse effects have begun to emerge. We will focus on some of these negative aspects that deserve deeper consideration: the inadequate adaptation to a mass higher education system, and the negativeconsequences of the collegial model for governing universities and ofregionalization.  相似文献   

Home literacy environment and reading comprehension in Spanish primary education     

Fernando Guzmán-Simón  Javier Gil-Flores  Alejandra Pacheco-Costa 《Journal of Research in Reading》2020,43(2):229-247

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Factors Influencing Scientific Achievements of Medical Students in the Anatomy Research Group: An Analysis From the Autonomous University of Nuevo León in Mexico     

Milton Alberto Muñoz-Leija  Francisco J. Barrera  Pablo Patricio Zárate-Garza  Alejandro Quiroga-Garza  Javier Humberto Martínez-Garza  David de la Fuente-Villarreal  Santos Guzmán-López  Rodrigo Enrique Elizondo-Omaña 《Anatomical sciences education》2022,15(2):369-375

Scientific research and student involvement are critical to the formation of physicians, yet the number of medical researchers has decreased over time. To implement corrective strategies, the variables associated with positive research attitudes and productivity among medical students must be identified. The aim of this study was to evaluate the variables associated with students interested or involved in research. A validated questionnaire was applied to the student members of an established anatomy research group in a Mexican medical school with a six-year medical program. Data were collected and analyzed. A total of 85.5% (n = 77/90) students answered the survey with most respondents being second-year medical students. The majority of respondents indicated that the important component of conducting research was a contribution to the new knowledge (45.5%) and to the scientific community (42.9%). More than half of respondents mentioned a professor or a peer as the initial motivation to become involved in research. Lack of time was the main limitation (59.7%) to research involvement. Perceived benefits were knowledge and team work skills. Of those involved, most (85.7%) wished to continue participating in research as a complement to their clinical work. Professors and student colleagues were found to play an important motivational and recruitment role for medical research. These efforts in turn have developed into long-lasting mentor-mentee relationships. Students also anticipated that early involvement in research will positively influence the likelihood of future physicians' contribution and collaboration in research.  相似文献   

Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions     

José Antonio Rodríguez-Martínez  José Antonio González-Calero  Javier del Olmo-Muñoz  David Arnau  Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic

• Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
• Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
• Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
• There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.

What this paper adds

• Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
• Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
• Using ARS for the teaching of fractions has a positive effect in terms of student motivation.

Implications for practice and/or policy

• Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
• Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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