Improving the Motivation of First-Year Undergraduate Students Through Transversal Activities and Teamwork

Impact of Teaching and Learning Modes on Graduates’ Social and Entrepreneurial Skills Development: A Comparative Analysis

“…Previous research supports the constructivist approach and suggests that students prefer a stimulating learning environment where they engage more and perform better [27]. Students are actively involved in constructing their knowledge through approaches such as project-based learning or problem-based learning [28] and teamwork or collaborative learning involving different departments and disciplines [29], where students learn to work in groups, listen, compromise, and negotiate, and develop interpersonal skills by interacting with a variety of people [30]. Experiential learning and collaboration between students and teachers, between traditionally separate disciplines, and between humans and machines can be supported through methods such as action learning, adventure-based learning, contextual learning, creative workshops, experiential learning, hands-on experimentation, incidental learning, independent learning, learner-centred teaching, learning by doing, service learning, situated learning [31] (pp.…”

Autorregulación del aprendizaje en primer curso del grado de Arquitectura. Perspectiva del estudiante como agente de cambio. - [Self-regulated learning in the first year of the architecture degree. Student perspective as a change agent.]

“…A través de la caracterización del perfil del estudiante, esta investigación funciona como una nueva capa paralela para identificar variables que afectan a la 18-20 Octubre 2023, Madrid, ESPAÑA VII Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (CINAIC 2023) organización del estudiante y, por ende, a su rendimiento académico, motivación y posibles frustraciones, todas ellas variables que influyen directamente en el abandono universitario. Este estudio complementa investigaciones previas que se centraron en los estudiantes de primer ciclo de grado y buscaron mejorar la tasa de abandono a través del desarrollo de competencias transversales (Alaez et al, 2021;Fonseca et al, 2022).…”