ENFOQUES DE APRENDIZAJE DEL ALUMNADO UNIVERSITARIO EN FUNCIÓN DE LOS CONTEXTOS DE AULA Y CURSO.
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| Title: | ENFOQUES DE APRENDIZAJE DEL ALUMNADO UNIVERSITARIO EN FUNCIÓN DE LOS CONTEXTOS DE AULA Y CURSO. |
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| Alternate Title: | HIGHER EDUCATION STUDENT'S APPROACHES TO LEARNING ACCORDING TO THEIR PERCEPTION OF THE CONTEXT OF COURSE AND CLASSROOM. |
| Authors: | Goikoetxea Piérola, Javier1, de Lahidalga, Iker Ros Martínez1, Buján Vidales, Karmele1 |
| Source: | Contextos Educativos. 2014, Vol. 17, p9-21. 13p. |
| Subject Terms: | *Research, *College students, *Context effects (Psychology), *Learning, *Classroom environment, Psychology |
| Abstract (English): | The objective of this research was to analyze the relationship between the perception of teaching and learning classroom contexts and perception of course context with approaches to learning for college students. These influences are contrasted by degree, campus and courses. The sample is composed by 524 students of first and second year of Infant and Primary Education, Nursing and Polytechnics of Alava and Guipuzcoa campus. Used scales are the R-SPQ-2F (Biggs, Kember y Leung, 2001) to measure the student's approaches to learning and the subscales of general Questionnaire of Teaching's and Learning's Strategies (TS-LSQ) (San Fabián, Argós, Goikoetxea, 2009; Goikoetxea, Aramendi, Bujan, Rekalde y Ros, 2010) to measure the classroom's context and current context. The study served to confirm the importance of two contextual variables poorly studied until now, the classroom context and the context of course, and its relations with the learning approach of university students. The classroom context is a variable that differentiates between degrees and also is related to significant variations with deep and surface approaches of students. The variable context of course is manifested as a specific variable of degree: the most significant differences for this variable are between the same students when they are in first or second year of career. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El objetivo del estudio ha sido analizar la influencia de la percepción del contexto de enseñanza y aprendizaje de aula y la de contexto de curso en los enfoques de aprendizaje de los estudiantes universitarios por titulaciones, campus y cursos. La muestra está compuesta por 524 estudiantes de primer y segundo curso de Magisterio, Enfermería y Escuelas Politécnicas de Álava y Guipúzcoa. Las escalas utilizadas fueron: el R-SPQ-2F (Biggs, Kember y Leung, 2001) para medir los enfoques de aprendizaje, y las subescalas de Estrategias Docentes y de Aprendizaje (GEDA) (San Fabián, Argós, Goikoetxea, 2009; Goikoetxea, Aramendi, Bujan, Rekalde y Ros, 2010) para medir los contextos de aula y de curso. El estudio sirvió para confirmar la importancia de dos variables contextuales poco estudiadas hasta ahora, el contexto del aula y el contexto de curso, y sus relaciones con el enfoque de aprendizaje de los estudiantes universitarios. El contexto del aula es una variable que se diferencia entre los grados y también se relaciona con variaciones significativas en los enfoques profundos y superficiales de los estudiantes. El contexto de curso se manifiesta como una variable específica de grado: las diferencias más significativas para esta variable se dan entre los mismos estudiantes cuando están en el primer o segundo año de la carrera. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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