Modelos Didácticos en la Educación Superior: Una realidad que se puede cambiar

Abstract

Resumen: Los modelos didácticos son planes estructurados que pueden usarse para configurar un currículo, diseñar materiales y orientar la enseñanza en las aulas. El objetivo de la investigación fue determinar la incidencia de los modelos didácticos que aplican los docentes en el rendimiento académico de los estudiantes universitarios. Se utilizó un enfoque cuantitativo, con un diseño no experimental-transversal, de tipo descriptivo y correlacional; se trabajó con una muestra de 179 estudiantes y 4 profesores, a quienes se les aplicaron escalas de Tipo Likert. Los resultados se centran en la diversidad de modelos que emplean los docentes universitarios, de los cuales dos incidieron significativamente, el Tecnológico y el Espontaneísta-Activo. La conclusión principal, es el predominio del Modelo Tradicional que continúa en la práctica docente en el ámbito universitario. Abstract:The didactic models are structured plans that can be used to configure a curriculum, to design materials and to guide the teaching in the classroom. The aim of the research was to determine the incidence of teaching models applied by teachers at the academic performance of college students. A quantitative, with a non - cross experimental design, descriptive and correlational approach was used; I worked with a sample of 179 students and 4 teachers, who were applied Likert- type scales. The results focus on the diversity of models used by university teachers, two of them influenced significantly, Technology and Spontaneity - Active. The main conclusion is the predominance of the traditional model use at the university field.

Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

“…Firstly, theoretical teaching plays a major role in traditional educational methodology. This is based on the transmission of knowledge through an Expositive Approach [8,9] within the established teaching schedule; what is commonly known as master classes [10][11][12]. A practical alternative for adapting the theoretical teaching of the Traditional Model to distance learning is the delivery of master classes through synchronous communication tools, live broadcasted image and sound through virtual platforms such as Big Blue Button, Google Meet, Microsoft Teams, Skype or Zoom.…”

“…Secondly, practical activity, as opposed to theoretical teaching, plays a minor role in traditional educational methodology. Characterized by repetition, internalization and automation activities outside the established teaching schedule, it is commonly known as homework [10][11][12]. Nevertheless, the distance learning guide recommend some activities of "special relevance" reasonably different from the characteristic homework of the Traditional Model [3].…”

Estudio de caso de una experiencia de innovación educativa: el Aprendizaje Basado en Proyectos de modo interdisciplinar en el grado de Educación Primaria

“…y otras por el carácter presupuestario al no poder computar determinadas actividades del profesor dentro de su dedicación docente (De-Miguel et al, 2006). En el ámbito universitario aún predomina el modelo de enseñanza tradicional (Homero, Sosa, y Martínez, 2018) que, si bien puede resultar sumamente efectivo (por ejemplo, para la transmisión de la información de manera rápida a muchos alumnos a la vez (Bará, Domingo, y Valero, 2006)), no siempre garantiza aprendizajes significativos (Martín et al, 2021) ni favorece la interdisciplinariedad, ni facilita la aplicación del conocimiento a casos reales, entre otras muchas limitaciones (Bará et al, 2006). En un estudio llevado a cabo por Cañabate et al (2014) en los grados de Magisterio y Psicología, se concluye que la clase magistral continúa siendo la metodología docente más utilizada en la universidad, aunque existe un incremento en el uso de metodologías más activas como el análisis de casos, el Aprendizaje Basado en Problemas, el Aprendizaje Basado en Proyectos, el cooperativo y el aprendizaje reflexivo.…”

Self-Reporting of Teacher–Student Performance in Virtual Class Interactions in Biological Sciences during the SARS-CoV-2/COVID-19 Pandemic

“…The creation and implementation of didactic experiences has focused on interactions that benefit the teaching-learning process and the sustainable development of university students. This has been achieved through the acquisition of competencies and skills that are in accordance with the expected learning and with the criteria established for the achievement of such expected learning [4,5].…”

“…Likewise, some models that teachers use at university, including traditional, technological, spontaneous or active, and constructivist or alternative-investigative, have been characterized [3]. For example, in a study of students of educational and technological sciences at an Ecuadorian university, it was reported that the technological and spontaneous-active models used by teachers were the best predictors of academic achievement [4].…”