Spanish universities are engaged in the implementation of the European Higher Education Area (EHEA). This process implies the use of the most effective instructional designs and methodologies in order to achieve deep learning, increase student involvement in their own development, and professional and personalgreater autonomy in the construction of knowledge. Peer-feedback is an effective strategy to reach such requirements. The study aimed to analyze the type of feedback students provide in peer-assessment in group work projects and to investigate students' perception towards peer-assessment for the improvement of the learning process. The methods were mixed. A semantic analysis of the type of feedback was conducted. A total of 637 feedback units were analysed according to the guidelines developed in the project. In addition, questionnaires to students and teachers involved in the experience were administrated. The results demonstrate that the great majority of feedback offered by students was related to task development, followed by feedback regarding the motivational aspects of the process and finally the structural and formal aspects of the writing. At the end of the process, both teachers and students declared that the feedback received helped them to better develop the task and support them in future learning.

ResumenPresentamos una revisión sistemática de la literatura científica sobre rankings universitarios. En concreto, hemos indagado sobre la existencia de tendencias en los métodos utilizados en los estudios publicados en artículos de revistas especializadas. La muestra de artículos seleccionados de acuerdo a los criterios de búsqueda planteados ha sido de 28 artículos. Las fuentes de datos provienen de las bases de datos ISI y SCOPUS on-line utilizando las palabras clave "rankings", "higher AbstractA systematic review of scientific literature on university rankings is presented. This research has focused on the methodology used for the investigators in the reported publications. According to the search criteria 28 articles were included, from social and humanities ISI and Scopus database during the 2000-2012 period. The keywords used were: "rankings", "higher education" and "university The focus of the analysis was on

The purpose of this paper is to study the predisposition of school culture to the introduction of change in teaching practices, as this is dictated by the conditions of the 21st century. The conceptual areas discussed include the introduction and implementation of change and innovation in education, 21st century skills and school culture. Since the research primary data was collected in the Greek educational system, the characteristics of the specific context are also analysed. The research methodology develops on a pragmatic basis, combining quantitative and qualitative research methods, namely semi-structured interviews, a survey, and document analysis, within a sequential three-stage design. The development of the research tools and the data analysis is conducted with reference to an originally designed model of four school culture types. The results point to an actual school culture that combines both change negative and change positive characteristics. Specific aspects are evaluated as more change negative school culture characteristics, such as the families’ role and the approach to the development of the personal, social and civic skills, while others as more change positive ones, such as school management.

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ResumenEl Prácticum constituye un elemento esencial en el proceso de formación de nuestros estudiantes que tienen la necesidad de vincular la teoría y la práctica. Tanto las actividades externas como internas han de ser equilibradas en la enseñanza y son consideradas como factores esenciales del aprendizaje activo en el proceso de formación. Durante la fase presencial de prácticas, el alumno tendrá que ser capaz de actuar profesionalmente Sánchez, Y. yolanda.sanchez@eug.es Escoles Universitaries Gimbernat (España) Tomàs-Folch, M. AbstractThis Practicum constitutes an essential element in the training process of physiotherapy students prompted by the need to connect its theoretical and practical parts. Both the external and internal activities ought to be balanced in teaching as those are considererd to be key factors for active learning throughout the formation process. During the attendance phase of the internship, the students will need to be able to act professionally by identifying Elementos para el análisis en la interacción del aprendizaje entre los agentes intervinientes en el Prácticum de Fisioterapia Elements for the analysis of the interaction of learning between the different agents intervening in theTo cite this article: Sánchez, Y., Tomàs-Folch, M. (2019). Elements for the analysis of the interaction of learning between the different agents intervening in the Practicum of Physiotherapy. REDU. Revista de Docencia Universitaria, 17(2), 41-55. https://doi.org/10.4995/redu.2019.11183 Elementos para el análisis en la interacción del aprendizaje entre los agentes intervinientes en el Prácticum de Fisioterapia 42 REDU. Revista de Docencia Universitaria, 2019, 17(2), 41-55