COBO RENDÓN, RUBIA CONSUELO

Preferred name
COBO RENDÓN, RUBIA CONSUELO
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Email
rcobo@udd.cl
ORCID
0000-0002-3350-071X
Scopus Author ID
57202629325
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    Promoting ASC in the primary education classroom: The role of teacher training
    (2022)
    Karla Lobos
    ;
    Claudio Bustos
    ;
    Fabiola Saez-Delgado
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Carola Bruna
    Scopus© Citations 2  1
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    Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador
    (2023)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Fabiola Sáez
    ;
    Javier Mella
    ;
    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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    Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students
    (2023)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Diego García-Álvarez
    ;
    Jorge Maldonado-Mahauad
    ;
    Carola Bruna
    <jats:p>The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.</jats:p>
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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  
    ;
    Diego García-Álvarez
    ;
    Ramón Cobo Rendon
    ;
    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> &amp;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