Diseño y validación de un instrumento de evaluación de los procesos de enseñanza-aprendizaje en el desarrollo de la competencia aprender a aprender “Innovaprende”

Abstract

El propósito de este artículo es mostrar el diseño y validación de un cuestionario que pretende evaluar las habilidades que posee el alumnado universitario para desarrollar la competencia “aprender a aprender” y analizar la influencia de la percepción del profesorado universitario sobre la autorregulación del aprendizaje a través de metodologías innovadoras. Se analiza, a través de un amplio marco conceptual, la situación actual de la educación ante las nuevas exigencias de la sociedad del conocimiento. Han participado en el estudio 446 sujetos de España, México y Chile. La validez del cuestionario se llevó a cabo con 17 expertos, en el que el índice de validez de contenido ha sido alto para cada una de las cinco dimensiones, siendo .96 el índice medio del cuestionario. El instrumento, constituido por 44 ítems, en el análisis de fiabilidad alcanzó un índice .826 en el coeficiente Alfa de Cronbach. Los resultados obtenidos muestran la buena consistencia del conjunto del instrumento, permitiendo concluir que el cuestionario INNOVAPRENDE puede ser una herramienta muy valiosa en la sociedad actual y fácil de aplicar.

Analyzing Teachers’ Perception of the Development of Lifelong Learning as Personal, Social and Learning to Learn Competence in University Students

“…The analysis of the first dimension of the INNOVAPRENDE questionnaire, which focuses on teachers' perceptions of the development of PSLL competences by university students, provides us with valuable insight into how teachers perceive the process of training their students in these essential competences, aligned with active methodologies and lifelong learning [6,13]. Personal and social competences, such as self-reflection, effective communication and problem solving, are essential for success in today's and tomorrow's society.…”

“…The final INNOVAPRENDE questionnaire [6] was made up of 44 items: 22 items corresponding to dimension D1 = Teacher perception of the global development of PSLL by students, 6 items corresponding to dimension D2 = Initiate learning, 5 items corresponding to dimension D3 = Manage time, 5 items corresponding to dimension D4 = Manage information and 5 items corresponding to dimension D5 = Manage self-regulated learning. Item 44 is not integrated into any of the dimensions as it asks the respondent to rank the 4 skills according to the level of student readiness (ability to initiate learning, ability to manage time, ability to manage information and ability to manage self-regulated learning).…”

“…The INNOVAPRENDE questionnaire was used, developed specifically for this research, focused on making the importance of educational innovation visible and reflecting on the teachers' perception of the development of Personal, Social and Learning to Learn competence by university students as a result of following the principles of lifelong learning: social learning, collaboration, practical application, engagement, motivation, etc. [6].…”

“…Teaching staff's perception of the evaluation of teaching-learning processes in the development of the Learning to Learn competence. The general objective of the project is "to establish actions aimed at improving the planning and development of teaching leading to bachelor's and master's degrees, through horizontal and vertical coordination, encouraging the implementation of activities to improve student learning and teaching staff teaching" [6] (p. 202).…”

“…Our research seeks to fill this gap by applying the INNOVAPRENDE questionnaire (composed of five dimensions and nine factors). The questionnaire, previously validated by seventeen experts, assesses the skills that university students have to develop PSLL and examines how university teachers perceive the principles of lifelong learning necessary for students to develop the aforementioned competence [6].…”