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Author: search.filters.author.Claudio BustosSubject: search.filters.subject.higher education

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    The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
    (2023)
    BRUNA JOFRE, DANIELA VALENTINA  
    ;
    María Victoria Pérez
    ;
    Claudio Bustos
    ;
    Verónica Villarroel
    <jats:p>The aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of self-efficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.</jats:p>
      22Scopus© Citations 2
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    Item type:Publication,
    Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary
    (2022)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Claudio Bustos
    ;
    Nelson Arias
    <jats:p>&lt;p style="text-align: justify;"&gt;This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.&lt;/p&gt;</jats:p>
    Scopus© Citations 1  1