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INCLUSIVE, EQUITABLE AND DIVERSE IN HIGHER EDUCATION
(2025)
Villarroel Henriquez, Veronica
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Castillo Rabanal Isidora
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Barrera Soto Kiyomi
29
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Gestión del Proceso Educativo utilizando Analíticas del Aprendizaje y Big Data en la Universidad
(University of Vigo, 2025-05-04)
Verónica Villarroel-Henríquez
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Consuelo Gallardo-Aguayo
El desarrollo de una cultura de aprendizaje institucional donde el uso de datos sea parte integral de la práctica educativa, es una necesidad de hoy en día. Mediante un enfoque mixto de investigación, se estudia el uso de analíticas de aprendizaje y big data para la mejora educativa. Se encuestó a 30 directivos de universidades chilenas estatales y privadas. Los resultados muestran que gran parte de los directivos están familiarizados con la recolección y el uso de datos para la mejora educativa. Es frecuente analizar el aprendizaje logrado por los estudiantes y es menos habitual predecir el futuro desempeño del egresado. Destaca la recolección de información del perfil de ingreso y el rendimiento académico para implementar correctores. Existen oportunidades de mejora en el levantamiento de datos desde el mundo del trabajo. Se requieren equipos capacitados y más recursos para el aprovechamiento de la información recopilada.
Scopus© Citations 2 10
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Gender Stereotypes in the Creation of Educational Cases with ChatGPT
(IEEE, 2024-12-11)
Gabriel Valerio-Ureña
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Giomara Sevilla-Campoverde
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ORTÚZAR PÉREZ, MARÍA SOLEDAD
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LAZCANO CASTRO, CHRISTIAN ALFREDO
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Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university
(Frontiers Media SA, 2024-12-04)
COBO RENDÓN, RUBIA CONSUELO
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Diego García-Álvarez
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Ramón Cobo Rendon
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Javiera Santana
<jats:p>Autonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, <jats:italic>F</jats:italic>(1, 286) = 4.67, <jats:italic>p</jats:italic> = 0.032, η<jats:sup>2</jats:sup> = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, <jats:italic>F</jats:italic>(1, 286) = 11.23, <jats:italic>p</jats:italic> &lt; 0.001, η<jats:sup>2</jats:sup> = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender.</jats:p>
1Scopus© Citations 3
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Leadership Development in Women STEM Students: The Interplay of Task Behaviors, Self-Efficacy, and University Training
(2024)
Giuliani Coluccio
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MUÑOZ HERRERA, SEBASTIAN ALFREDO
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Elisa Adriasola
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Elizabeth Escobar
<jats:p>This study explores the relationship between task-oriented behaviors, self-efficacy, and leadership emergence in women STEM students, grounded in the context of prototypical leadership theory and self-efficacy theory. Prototypical leadership theory emphasizes the alignment of leadership behaviors with group expectations, which, in STEM fields, are often task-oriented. The research examines how task-oriented behaviors, such as planning, decision-making, and supervision, influence women’s self-perception of leadership ability and their subsequent emergence as leaders. Our results show a positive relationship between task-oriented behaviors and self-efficacy and a positive relationship between self-efficacy with leader emergence, with academic experience further ngthening this link. As students’ progress through their programs, engaging in more teamwork and leadership tasks, their self-efficacy enhances, leading to stronger leadership emergence. Also, we found an indirect effect from task-oriented behavior to leader emergence via self-efficacy. These findings have significant implications for fostering leadership in women, particularly in STEM. The study calls for educational programs to enhance opportunities for women to develop these behaviors early on, ensuring their growth into leadership roles in STEM fields.</jats:p>
Scopus© Citations 5 2
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Cognitive motivational variables and dropout intention as precursors of university dropout
(2024)
Yaranay López-Angulo
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COBO RENDÓN, RUBIA CONSUELO
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Fabiola Sáez-Delgado
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Javier Mella-Norambuena
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María Victoria Pérez-Villalobos
<jats:sec><jats:title>Introduction</jats:title><jats:p>The intention to dropout and dropout is a problem still unresolved in higher education institutions.</jats:p></jats:sec><jats:sec><jats:title>Objective</jats:title><jats:p>To estimate the differences in the levels of engagement, motivation and academic satisfaction according to (a) intention to dropout and (b) students who remained with those who dropped out. Method: non-experimental designs were used. Two studies are reported, study 1 involved 3,256 students and study 2 involved 2,110 students. The Utrecht Work Engagement Scale Student Test, the Academic Self-Regulation Scale and the Academic Satisfaction Scale were used. The intention to dropout was measured with 3 items and the final dropout data was taken from the official register of students who dropped out of university.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>There are significant differences in the levels of engagement, autonomous motivation and satisfaction between the students who remained and those who dropped out of the university.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>Students who dropped out in the 3rd semester presented lower levels of academic engagement, motivation and academic satisfaction than those who remained. The intention to dropout and lower levels of these cognitive-motivational variables may contribute to the identification of students at high risk of dropping out. These results contribute to unveiling key variables for the educational transformation of Higher Education in the 21st century.</jats:p></jats:sec>
2Scopus© Citations 6
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How authentic are assessments in vocational education? An analysis from Chilean teachers, students, and examinations
(2024)
Verónica Villarroel
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MELIPILLAN ARANEDA, EDMUNDO ROBERTO
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Javiera Santana
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Diego Aguirre
<jats:p>Authentic assessment promotes professional skills, bridging the gap between academic knowledge and real-world scenarios. Given the challenges faced by vocational education in Chile, there is a keen interest in assessment methods within both secondary schools and higher education institutions. A non-experimental quantitative design was employed. The methodological approach used was a cross-sectional survey. The study's sample included 244 students, 37 teachers, and a compilation of 905 questions sourced from written examinations. The findings reveal certain disparities in perspectives between teachers, students, and the examinations reviewed. On one hand, secondary vocational education teachers perceive the quality of assessments to exceed those of their counterparts in higher vocational education. Conversely, students in higher vocational education express a heightened sense of depth and engagement in their learning compared to their secondary vocational education peers. Upon examination of the assessments, it becomes evident that while written examinations are more prevalent in secondary vocational schools, these often involve open-ended and analytical inquiries. In contrast, higher vocational education institutions predominantly rely on closed-response questions that lean toward rote memorization. However, when these questions are open-ended, they are more oriented toward the transfer of knowledge compared to the secondary vocational education level. The level of realism is more pronounced in higher vocational education than in secondary vocational education. Both educational tiers exhibit gaps in attaining the principles of authentic assessment.</jats:p>
Scopus© Citations 1 2
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Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador
(2023)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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Fabiola Sáez
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Javier Mella
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Nataly Cisternas
Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF
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Academic emotions, college adjustment, and dropout intention in university students
(2023)
COBO RENDÓN, RUBIA CONSUELO
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HOJMAN ANCELOVICI, VIVIANA ALEJANDRA
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Diego García-Álvarez
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Ramon Cobo Rendon
In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>The study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable.Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations.DiscussionGenerally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.
Scopus© Citations 4 2
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Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study
(2023)
Kiomi Matsumoto-Royo
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CONGET MOLINA, PAULETTE ANDREA
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Maria Soledad Ramírez-Montoya
<jats:p>The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (<jats:italic>n</jats:italic> = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (<jats:italic>n</jats:italic> = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (<jats:italic>n</jats:italic> = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.</jats:p>
Scopus© Citations 1

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