2012, Vol. 2, núm. 2
http://hdl.handle.net/2099/12554
Towards methodological improvement in the Spanish university studies2024-03-28T15:49:40ZTechnological or traditional tools for document's correction? a case study in higher education
http://hdl.handle.net/2099/12659
Technological or traditional tools for document's correction? a case study in higher education
Kallas, Zein; Ornat Longarón, Cèsar
Information and Communication Technology is playing an important role in assisting teachers in their activities.
They became a) more efficient, b) more precise and c) more comprehensive. The “Audio” ad is a clear
illustration for this trend. Students’ acceptance of the “Audio” tool has been analysed and compared with the
“traditional” correction and the “track change”. 57 students have answered a structured questionnaire using a
web 2.0 application for creating an online form. Results show a high relative importance for the “Audio”
correction (42.02% of), followed by the “track change” and the “traditional printed document” with 33.02% and
24.95% respectively.
2012-10-26T11:13:13ZKallas, ZeinOrnat Longarón, CèsarInformation and Communication Technology is playing an important role in assisting teachers in their activities.
They became a) more efficient, b) more precise and c) more comprehensive. The “Audio” ad is a clear
illustration for this trend. Students’ acceptance of the “Audio” tool has been analysed and compared with the
“traditional” correction and the “track change”. 57 students have answered a structured questionnaire using a
web 2.0 application for creating an online form. Results show a high relative importance for the “Audio”
correction (42.02% of), followed by the “track change” and the “traditional printed document” with 33.02% and
24.95% respectively.The Iinfluence of social style in evaluating academic presentations ofengineering projects
http://hdl.handle.net/2099/12658
The Iinfluence of social style in evaluating academic presentations ofengineering projects
Ortiz Valencia, Héctor; García Carrillo, Àgueda; González Benítez, María Margarita
An individual’s social style is determined by behavioral patterns in the interactions with their peers. Some
studies suggest that social style may influence the way in which an individual’s performance is evaluated. We
studied the effects that speakers’ and evaluators’ social styles have on the marks given for end-of-term
presentations in a project engineering master’s course. The participants completed a self-evaluation exercise
that classified their social styles into one of four categories: Driver, expressive, analytical, or amiable. Students
individually rated the content and appearance of their classmates’ presentations. A statistical analysis of these
scores revealed that the speaker’s social style had a significant effect on the marks received for content and
appearance. The evaluator’s social style also demonstrated a statistically significant effect on the marks given
for appearance, though not for content. Students with expressive social style received the highest scores, while
the analytical style received the lowest scores. These results reiterate the necessity to train students as
evaluators in order to reduce bias when evaluating their classmates and co-workers during their academic and
professional careers.
2012-10-26T11:09:40ZOrtiz Valencia, HéctorGarcía Carrillo, ÀguedaGonzález Benítez, María MargaritaAn individual’s social style is determined by behavioral patterns in the interactions with their peers. Some
studies suggest that social style may influence the way in which an individual’s performance is evaluated. We
studied the effects that speakers’ and evaluators’ social styles have on the marks given for end-of-term
presentations in a project engineering master’s course. The participants completed a self-evaluation exercise
that classified their social styles into one of four categories: Driver, expressive, analytical, or amiable. Students
individually rated the content and appearance of their classmates’ presentations. A statistical analysis of these
scores revealed that the speaker’s social style had a significant effect on the marks received for content and
appearance. The evaluator’s social style also demonstrated a statistically significant effect on the marks given
for appearance, though not for content. Students with expressive social style received the highest scores, while
the analytical style received the lowest scores. These results reiterate the necessity to train students as
evaluators in order to reduce bias when evaluating their classmates and co-workers during their academic and
professional careers.Feedback and feedforward: focal points for improving academic performance
http://hdl.handle.net/2099/12657
Feedback and feedforward: focal points for improving academic performance
García Sanpedro, María José
The effective integration of competencies in university programmes follows a holistic and diversified
assessment model and the educational potential development of students’ assessment results.
This work questions: how are students informed about the results of their learning? Specifically, it aims to
understand students’ and professors’ perspectives about the use of learning results and the strategies that are
promoted in the practice of improved use of their educational potential.
The results described are derived from a case study on 12 degrees adapted to the EHEA. Although feedback and
the feedforward are strategies for informing students about their learning results, the results of the study show
that their use is not entirely generalised and frequently only inform the grades obtained. Students identify the
difference between knowing the grade and obtaining feedback. The tutorial dimension is also valued positively
when students are informed about the results of their assessment. However, it seems that use of the
educational potential is pending. The students say that the tutorials and the follow up through continual
assessment helps to reduce failure. Also, the faculty identifies that reflection about the results obtained is very
much linked to metacognitive reflection, although it is not generalised in practice. The students recognise the
limitations and the work load involved for the professor to individually monitor them. The study is concluded
with the need for systematically incorporating feedback and feedforward in teaching practices and offers
guidelines for orienting these strategies towards improving academic performance.
2012-10-26T11:05:31ZGarcía Sanpedro, María JoséThe effective integration of competencies in university programmes follows a holistic and diversified
assessment model and the educational potential development of students’ assessment results.
This work questions: how are students informed about the results of their learning? Specifically, it aims to
understand students’ and professors’ perspectives about the use of learning results and the strategies that are
promoted in the practice of improved use of their educational potential.
The results described are derived from a case study on 12 degrees adapted to the EHEA. Although feedback and
the feedforward are strategies for informing students about their learning results, the results of the study show
that their use is not entirely generalised and frequently only inform the grades obtained. Students identify the
difference between knowing the grade and obtaining feedback. The tutorial dimension is also valued positively
when students are informed about the results of their assessment. However, it seems that use of the
educational potential is pending. The students say that the tutorials and the follow up through continual
assessment helps to reduce failure. Also, the faculty identifies that reflection about the results obtained is very
much linked to metacognitive reflection, although it is not generalised in practice. The students recognise the
limitations and the work load involved for the professor to individually monitor them. The study is concluded
with the need for systematically incorporating feedback and feedforward in teaching practices and offers
guidelines for orienting these strategies towards improving academic performance.Towards methodological improvement in the spanish university studies
http://hdl.handle.net/2099/12656
Towards methodological improvement in the spanish university studies
Amante García, Beatriz; Martínez Martínez, María del Rosario
2012-10-26T11:02:45ZAmante García, BeatrizMartínez Martínez, María del RosarioInterdisciplinary experience in the teacher training college of vitoria-gasteiz:teaching profession module
http://hdl.handle.net/2099/12655
Interdisciplinary experience in the teacher training college of vitoria-gasteiz:teaching profession module
Ortiz Barrón, Igor Camino; Aristizabal Llorente, Pilar; Zelaieta Anta, Edu
The higher education regulation process in Europe, known as the Bologna Process, has involved many changes,
mainly in relation to methodology and assessment. The paper given below relates to implementing the new EU
study plans into the Teacher Training College of Vitoria-Gasteiz; it is the first interdisciplinary paper written
involving teaching staff and related to the Teaching Profession module, the first contained in the structure of
the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which
is also essential to develop the right skills and maximise the role of students as an active learning component.
The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the
elimination of the once componential, individual structure, making us look for new areas of exchange that make
it possible for students' training to be developed jointly.
2012-10-26T10:46:30ZOrtiz Barrón, Igor CaminoAristizabal Llorente, PilarZelaieta Anta, EduThe higher education regulation process in Europe, known as the Bologna Process, has involved many changes,
mainly in relation to methodology and assessment. The paper given below relates to implementing the new EU
study plans into the Teacher Training College of Vitoria-Gasteiz; it is the first interdisciplinary paper written
involving teaching staff and related to the Teaching Profession module, the first contained in the structure of
the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which
is also essential to develop the right skills and maximise the role of students as an active learning component.
The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the
elimination of the once componential, individual structure, making us look for new areas of exchange that make
it possible for students' training to be developed jointly.