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Author: search.filters.author.Villarroel, Verónica

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      13Scopus© Citations 75
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    Students' Learning Perception in Engineering, Health and Education During Emergency Remote Education in Chile
    (2023)
    Villarroel, Verónica
    ;
    Alvaro González
    <jats:p>&lt;p style="text-align: justify;"&gt;Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach.&lt;/p&gt;</jats:p>
    Scopus© Citations 5
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    Scopus© Citations 14  4
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    Experiential learning in higher education. A student-centered teaching method that improves perceived learning.
    (2020)
    Villarroel, Verónica
    ;
    Mariavictoria Benavente
    ;
    CHUECAS JOFRE, MARIA JOSEFINA  
    ;
    BRUNA JOFRE, DANIELA VALENTINA  
    <jats:p>There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.</jats:p>
    Scopus© Citations 32  3
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    Proponiendo una EdTech sustentable. Más allá de docentes powerpointers y clickerers en la Universidad
    (2022)
    Villarroel, Verónica
    ;
    Wanda Stuardo Troncoso
    <jats:p>La crisis sociosanitaria por COVID 19 evidenció una brecha digital entre docentes y estudiantes de educación superior que revela la necesidad de desarrollar en los docentes universitarios competencias en EdTech. Con el objetivo de analizar el desarrollo actual de la formación docente en competencias digitales para la educación del siglo XXI, se realizó una extensa y sistemática revisión bibliográfica de literatura nacional e internacional, en torno a los modelos teóricos, marcos de referencia y experiencias de formación en competencias digitales docentes. El problema que se discute en este artículo es la tendencia a formar docentes en aspectos instrumentales y técnicos de la tecnología como la alfabetización digital e informacional, sin profundizar en su uso más complejo como instrumento de mediación cognitiva para aprender a pensar a través de TICs y medios digitales. A partir del análisis realizado, se concluye que las universidades necesitan avanzar hacia una EdTech sustentable, orientada a la resolución de problemas a través de entornos colaborativos caracterizados por un uso crítico, ético, cooperativo, participativo y responsable de las tecnologías. Se realiza una propuesta de formación en EdTech donde lo digital está integrado a la tarea pedagógica y responde a la complejidad de los aprendizajes que se necesitan desarrollar en los estudiantes.</jats:p>
    Scopus© Citations 6  1
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    Scopus© Citations 5  4
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    Using principles of authentic assessment to redesign written examinations and tests
    (2019)
    Villarroel, Verónica
    ;
    David Boud
    ;
    Susan Bloxham
    ;
    BRUNA JOFRE, DANIELA VALENTINA  
    ;
    Carola Bruna
    Scopus© Citations 113  1
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    ¿Evaluamos lo que realmente importa? el desafío de la evaluación auténtica en educación superior
    (2019)
    Villarroel, Verónica
    ;
    BRUNA JOFRE, DANIELA VALENTINA  
    <jats:p>El presente ensayo propone la evaluación auténtica como una herramienta necesaria de incorporar en educación superior. Los instrumentos de evaluación de los aprendizajes, que tradicionalmente se utilizan en la universidad, presentan grandes debilidades a la hora de medir el conocimiento profundo de los estudiantes. En cambio, la evaluación auténtica otorga pertinencia al vincular lo que ocurre en las aulas con la vida real y laboral, midiendo saberes en contexto. Se examinan las tres dimensiones que conforman la evaluación auténtica y que facilitan su implementación: 1) realismo, entendido como la inclusión de contextos del mundo del trabajo; 2) desafío cognitivo, que implica medir habilidades cognitivas de orden superior con las que el estudiante debe construir conocimiento; y 3) juicio evaluativo, referido a incluir procesos de retroalimentación que permitan a los estudiantes comprender e integrar en su comportamiento los criterios de buena calidad para transferirlos en otros contextos.</jats:p>
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