Contenido principal del artículo

Martín Martín-González
Universidad Europea de Canarias
España
https://orcid.org/0000-0002-6744-199X
Salvador Ortiz
Universidad Autónoma de Madrid
España
https://orcid.org/0000-0001-8783-1920
María D. Jano
Universidad Autónoma de Madrid
España
https://orcid.org/0000-0001-5159-2614
Vol. 21 (2020): Education in the Knowledge Society, Artículos, Páginas 16
DOI: https://doi.org/10.14201/eks.23586
Aceptado: ago 6, 2020

Resumen

Una de las principales transformaciones en la educación universitaria en el Espacio Europeo de Educación Superior (EEES) ha sido la adopción de un sistema basado en competencias. Este nuevo modelo requiere cambios sustanciales en las metodologías de enseñanza y aprendizaje. Sin embargo, la investigación empírica que vincula metodologías y competencias es escasa en comparación con la investigación que analiza el impacto de esta última en el mercado laboral. Además, parte de la literatura se ha centrado en analizar el peso de cada metodología por separado y no desde una perspectiva que combine diferentes metodologías. El presente trabajo tiene como objetivo analizar el impacto de los diferentes tipos de modos de enseñanza y aprendizaje en la adquisición de habilidades de los estudiantes matriculados en programas de máster en España. Este problema ha sido insuficientemente analizado en España, posiblemente debido a la dificultad para obtener datos y debido a cambios relativamente recientes en los planes de estudio. Se utilizan datos de la segunda encuesta del Observatorio para la empleabilidad y el empleo universitarios (sobre 5.337 estudiantes de 50 universidades españolas). Los hallazgos confirman la importancia sobresaliente de las metodologías activas reflejadas en otros estudios, y un análisis de correlación canónica muestra que la combinación de estas metodologías con ciertas metodologías tradicionales ofrece los mejores resultados educativos. Además, los resultados muestran la influencia de las metodologías presenciales en las habilidades interpersonales.

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