BRUNA JOFRE, DANIELA VALENTINA
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BRUNA JOFRE, DANIELA VALENTINA
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dbrunaj@udd.cl
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57193195446

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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

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.

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New challenges for higher education: self-regulated learning in blended learning contexts

2024 , Karla Lobos , COBO RENDÓN, RUBIA CONSUELO , BRUNA JOFRE, DANIELA VALENTINA , Javiera Santana

IntroductionThe study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions.MethodsAn inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL.ResultsThe study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning.DiscussionIt is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded.

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Reflexiones en torno a las competencias genéricas en educación superior: Un desafío pendiente

2014 , Villarroel, Verónica , BRUNA JOFRE, DANIELA VALENTINA

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PROPIEDADES PSICOMÉTRICAS DEL INVENTARIO DE PROCESOS DE AUTORREGULACIÓN DEL APRENDIZAJE EN ESTUDIANTES UNIVERSITARIOS CHILENOS

2017 , BRUNA JOFRE, DANIELA VALENTINA , María Victoria Pérez , Claudio Bustos , José Carlos Núñez

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Competencias Pedagógicas que Caracterizan a un Docente Universitario de Excelencia: Un Estudio de Caso que Incorpora la Perspectiva de Docentes y Estudiantes

2017 , Verónica A Villarroel , BRUNA JOFRE, DANIELA VALENTINA

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Implementación de la Evaluación Auténtica en Educación Superior. Un análisis del cambio en la construcción de pruebas escritas

2017 , VERONICA ALEJANDRA VILLARROEL HENRIQUEZ , BRUNA JOFRE, DANIELA VALENTINA

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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

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Aplicación de la metodología de aprendizaje experiencial en Educación Superior.

2021 , Verónica Alejandra Villarroel Henríquez , María Pía Gutiérrez Suárez , BRUNA JOFRE, DANIELA VALENTINA , Isidora Francisca Castillo Rabanal

Se utilizó la metodología de aprendizaje experiencial en la asignatura de Psicología de la Adultez, de la carrera de psicología en una universidad chilena. El objetivo de este estudio de caso fue que los estudiantes pudieran aplicar y practicar sus conocimientos en una situación real y contextualizada, y que esto promoviera el logro de un aprendizaje profundo. La implementación se llevó a cabo por docentes y ayudantes en clases, ayudantías y actividades en terreno, en las que los estudiantes realizaron una variedad de actividades, entregando los productos correspondientes. La experiencia fue valorada por docentes y estudiantes, con efectos positivos en relación al desempeño de los estudiantes y a la forma en que se vincularon con el contexto y su futuro rol como psicólogos. Se concluye que el aprendizaje experiencial es una metodología de enseñanza valiosa, entregando directrices para incorporarla en el ámbito de la educación superior e introducir a los estudiantes a su rol profesional.

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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

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.

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Revisión Sistemática sobre Competencias de Autorregulación del Aprendizaje en Estudiantes Universitarios y Programas Intracurriculares para su Promoción

2018 , Fabiola M. Sáez , Alejandro E. Díaz , Ernesto Panadero , BRUNA JOFRE, DANIELA VALENTINA

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