Development of competencies in the context of the Semester i: a case study
Abstract The notion of Semester i has been used in the university context of the Monterrey Institute of Technology and Higher Studies as a modality of disruptive studies. It is based on the didactic technique of challenge based on learning, which has a purpose that the student faces a problematic situation that allows him/her to learn in a real field of performance. This case study addresses the perspectives expressed by students and teachers regarding their experience in the Semester i. Through a qualitative approach, we sought to identify those categories that alluded to the development of competencies, commitment, teacher-student relationship and the transfer of challenges. The findings suggest that the Semester i modality indeed contributes to the development of disciplinary competences in addition to the transversal ones. Also, strong social bonds are formed between the students who participate in the teams that face the challenges. Stress was identified as well as an inherent element of the Semester i educational model, more in teachers than in students. It is considered essential to analyze these disruptive educational modalities, as well as to deepen the investigation of the Challenge Based Learning (CBL).
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Akella, D. (2010). Learning together: Kolb’s experiential theory and its application. Journal of Management and Organization, 16(1), 100-112. doi:https://doi.org/10.5172/jmo.16.1.100
Apple (2011). Challenge based learning: A classroom guide. Recuperado de: https://goo.gl/cu9tps
Cisterna, F. (2005). Categorización y triangulación como procesos de validación del conocimiento en investiga¬ción cualitativa, Theoria, 14(1), 61-71.
Chetty, S. (1996). The Case Study Method for Research in Small-and Medium-Sized Firms. International small business journal, 15(1), 73-85. doi:https://doi.org/10.1177/0266242696151005
Delors, J. (2013). Los cuatro pilares de la educación, 104-110. Recuperado de: https://goo.gl/jvdy2Y
Díaz, A. (2006). El enfoque de competencias en la educación. ¿Una alternativa o un disfraz de cambio? Perfiles Educativos, 28(111), 7-36.
EDUCAUSE. (2012). 7 things You Should Know About Challenge-Based Learning. Learning Initiative (ELI). Recu¬perado de: https://goo.gl/8gYLkR
Fernández, F. H. y Duarte, J. E. (2013). El aprendizaje basado en problemas como estrategia para el desarrollo de competencias específicas en estudiantes de ingeniería._Formación universitaria, 6(5), 29-38. doi:https://doi. org/10.4067/S0718-50062013000500005
Fidalgo-Blanco, Á., Sein-Echaluce, M. L. y García-Peñalvo, F. J. (2017). Aprendizaje Basado en Retos en una asig¬natura académica universitaria. IE Comunicaciones. Revista Iberoamericana de Informática Educativa (25), 1-8.
Forman, J. y Damschroder, L. (2008). Qualitative content analysis. Empirical Methods for Bioethics: A Primer Advances in Bioethics, 11, 39-62. doi:https://doi.org/10.1016/S1479-3709(07)11003-7
García, B. R., Arrieta, M. D. P. G. y Montagut, A. L. E. B. (2014). Estresores académicos percibidos por estudiantes pertenecientes a la escuela de enfermería de Ávila, centro adscrito a la Universidad de Salamanca. Revista¬EnfermeríaCyL, 6(2), 98-105.
García, J. (2011). Modelo Educativo Basado en Competencias: Importancia y Necesidad. Revista Electrónica “Actualidades Investigativas en Educación”, 11(3), 1-24. doi:https://doi.org/10.15517/aie.v11i3.10225
Gaskins, W. B., Johnson, J., Maltbie, C. y Kukreti, A. (2015). Changing the learning environment in the college of engineering and applied science using challenge based learning. International Journal of Engineering Peda¬gogy (iJEP), 5(1), 33-41. doi:https://doi.org/10.3991/ijep.v5i1.4138
Gómez, M. I., Salazar, M. L. y Rodriguez, E. I. (2014). Los talleres vivenciales con enfoque centrado en la persona, un espacio para el aprendizaje de competencias sociales. Revista intercontinental de psicología y educación, 16(1).
Johnson, L. y Adams, S., (2011). Challenge Based Learning: The Report from the Implementation Project. Austin, Texas: The New Media Consortium. Recuperado de: https://goo.gl/vV4PCB
Johnson, L.F., Smith, R.S., Smythe, J.T. y Varon, R.K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium. 1-44.
López, F., y Chiclana, C. (2017). Engagement, una plataforma para el desarrollo de la persona. Comunicación y Hombre, (14), 53-62.
Massey, A. (1999). Methodological triangulation, or how to get lost without being found out. In A. Massey y Walford, G. (Eds.). Explorations in methodology, Studies in Educational Ethnography (pp. 183-197). Stanford: JAI Press. doi:https://doi.org/10.1108/S1529-210X(1999)0000002013
Mih, V. y Mih, C. (2013). Perceived autonomy-su- pportive teaching, academic self-perceptions and engagement in learning: Toward a process model of academic achievement. Cognition, Brain y Behavior. An Interdisciplin¬ary Journal, 4, 289-313.
Nawawi, S. (2017). Developing of module challenge based learning in environmental material to empower the critical thinking ability. Jurnal Inovasi Pendidikan IPA, 3(2), 212-223. doi:https://doi.org/10.21831/jipi. v3i2.15988
OCDE (2003). The Definition and Selection of Key Competencies – OECD.org. Recuperado de: https://goo.gl/ Qdmvd9
Okuda, M. y Gómez-Restrepo, C. (2005). Métodos en investigación cualitativa: triangulación. Revista Colombiana de Psiquiatría, 34(1), 118-124.
Peiro, J.M. y Grau, R. (2000). Desde el “burnout” al “engagement”: ¿una nueva perspectiva?. Revista de Psicología del Trabajo y de las Organizaciones, 16(2), 117-134.
Peterson, C. y Seligman, M. E. P. (2004). Character strengths and virtues: A classification and handbook. Washing¬ton, DC: American Psychological Association/New York: Oxford University Press.
Santos, A.R., Sales, A., Fernandes, P. y Nichols, M. (2015, July). Combining Challenge-Based Learning and Scrum Framework for Mobile Application Development. Paper presented at ITiCSE ‘15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education. Vilnius, Lithuania. doi:https:// doi.org/10.1145/2729094.2742602
Serrano, R. M. (2013). La controvertida aplicación de las competencias en la formación docente universitaria. REDU: Revista de Docencia Universitaria, 11(1), 185. doi:https://doi.org/10.4995/redu.2013.5597
Shuptrine, C. (2013). Improving College and Career Readiness through Challenge-Based Learning. Contempo¬rary Issues in Education Research, 6(2), 181-188.
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43-53. doi:https://doi.org/10.5204/ssj.v8i2.381
Stake, R. (1998). Investigación con estudio de casos. Madrid, España: Morata.
Tecnológico de Monterrey. (2016). Edu Trends | Aprendizaje Basado en Retos, Recuperado de: https://goo.gl/ NDXrFy
Tójar, J.C. (2006). Investigación cualitativa: comprender y actuar. Madrid, España: La Muralla.
Umerenkova, A. G. y Flores, J. G. (2018). Gestión del tiempo en alumnado universitario con diferentes niveles de rendimiento académico. Educação e Pesquisa, 44, e157900. Epub September 04, 2017. doi:https://doi. org/10.1590/s1678-4634201708157900
Whitworth, D.E. y Wright, K. (2015). Online assessment of learning and engagement in university laboratory practicals. British Journal of Educational Technology, 46(6), 1201-1213. doi:https://doi.org/10.1111/ bjet.12193
Yin, R. K. (2009). Case Study Research. London, United Kingdom: Sage.
Apple (2011). Challenge based learning: A classroom guide. Recuperado de: https://goo.gl/cu9tps
Cisterna, F. (2005). Categorización y triangulación como procesos de validación del conocimiento en investiga¬ción cualitativa, Theoria, 14(1), 61-71.
Chetty, S. (1996). The Case Study Method for Research in Small-and Medium-Sized Firms. International small business journal, 15(1), 73-85. doi:https://doi.org/10.1177/0266242696151005
Delors, J. (2013). Los cuatro pilares de la educación, 104-110. Recuperado de: https://goo.gl/jvdy2Y
Díaz, A. (2006). El enfoque de competencias en la educación. ¿Una alternativa o un disfraz de cambio? Perfiles Educativos, 28(111), 7-36.
EDUCAUSE. (2012). 7 things You Should Know About Challenge-Based Learning. Learning Initiative (ELI). Recu¬perado de: https://goo.gl/8gYLkR
Fernández, F. H. y Duarte, J. E. (2013). El aprendizaje basado en problemas como estrategia para el desarrollo de competencias específicas en estudiantes de ingeniería._Formación universitaria, 6(5), 29-38. doi:https://doi. org/10.4067/S0718-50062013000500005
Fidalgo-Blanco, Á., Sein-Echaluce, M. L. y García-Peñalvo, F. J. (2017). Aprendizaje Basado en Retos en una asig¬natura académica universitaria. IE Comunicaciones. Revista Iberoamericana de Informática Educativa (25), 1-8.
Forman, J. y Damschroder, L. (2008). Qualitative content analysis. Empirical Methods for Bioethics: A Primer Advances in Bioethics, 11, 39-62. doi:https://doi.org/10.1016/S1479-3709(07)11003-7
García, B. R., Arrieta, M. D. P. G. y Montagut, A. L. E. B. (2014). Estresores académicos percibidos por estudiantes pertenecientes a la escuela de enfermería de Ávila, centro adscrito a la Universidad de Salamanca. Revista¬EnfermeríaCyL, 6(2), 98-105.
García, J. (2011). Modelo Educativo Basado en Competencias: Importancia y Necesidad. Revista Electrónica “Actualidades Investigativas en Educación”, 11(3), 1-24. doi:https://doi.org/10.15517/aie.v11i3.10225
Gaskins, W. B., Johnson, J., Maltbie, C. y Kukreti, A. (2015). Changing the learning environment in the college of engineering and applied science using challenge based learning. International Journal of Engineering Peda¬gogy (iJEP), 5(1), 33-41. doi:https://doi.org/10.3991/ijep.v5i1.4138
Gómez, M. I., Salazar, M. L. y Rodriguez, E. I. (2014). Los talleres vivenciales con enfoque centrado en la persona, un espacio para el aprendizaje de competencias sociales. Revista intercontinental de psicología y educación, 16(1).
Johnson, L. y Adams, S., (2011). Challenge Based Learning: The Report from the Implementation Project. Austin, Texas: The New Media Consortium. Recuperado de: https://goo.gl/vV4PCB
Johnson, L.F., Smith, R.S., Smythe, J.T. y Varon, R.K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium. 1-44.
López, F., y Chiclana, C. (2017). Engagement, una plataforma para el desarrollo de la persona. Comunicación y Hombre, (14), 53-62.
Massey, A. (1999). Methodological triangulation, or how to get lost without being found out. In A. Massey y Walford, G. (Eds.). Explorations in methodology, Studies in Educational Ethnography (pp. 183-197). Stanford: JAI Press. doi:https://doi.org/10.1108/S1529-210X(1999)0000002013
Mih, V. y Mih, C. (2013). Perceived autonomy-su- pportive teaching, academic self-perceptions and engagement in learning: Toward a process model of academic achievement. Cognition, Brain y Behavior. An Interdisciplin¬ary Journal, 4, 289-313.
Nawawi, S. (2017). Developing of module challenge based learning in environmental material to empower the critical thinking ability. Jurnal Inovasi Pendidikan IPA, 3(2), 212-223. doi:https://doi.org/10.21831/jipi. v3i2.15988
OCDE (2003). The Definition and Selection of Key Competencies – OECD.org. Recuperado de: https://goo.gl/ Qdmvd9
Okuda, M. y Gómez-Restrepo, C. (2005). Métodos en investigación cualitativa: triangulación. Revista Colombiana de Psiquiatría, 34(1), 118-124.
Peiro, J.M. y Grau, R. (2000). Desde el “burnout” al “engagement”: ¿una nueva perspectiva?. Revista de Psicología del Trabajo y de las Organizaciones, 16(2), 117-134.
Peterson, C. y Seligman, M. E. P. (2004). Character strengths and virtues: A classification and handbook. Washing¬ton, DC: American Psychological Association/New York: Oxford University Press.
Santos, A.R., Sales, A., Fernandes, P. y Nichols, M. (2015, July). Combining Challenge-Based Learning and Scrum Framework for Mobile Application Development. Paper presented at ITiCSE ‘15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education. Vilnius, Lithuania. doi:https:// doi.org/10.1145/2729094.2742602
Serrano, R. M. (2013). La controvertida aplicación de las competencias en la formación docente universitaria. REDU: Revista de Docencia Universitaria, 11(1), 185. doi:https://doi.org/10.4995/redu.2013.5597
Shuptrine, C. (2013). Improving College and Career Readiness through Challenge-Based Learning. Contempo¬rary Issues in Education Research, 6(2), 181-188.
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43-53. doi:https://doi.org/10.5204/ssj.v8i2.381
Stake, R. (1998). Investigación con estudio de casos. Madrid, España: Morata.
Tecnológico de Monterrey. (2016). Edu Trends | Aprendizaje Basado en Retos, Recuperado de: https://goo.gl/ NDXrFy
Tójar, J.C. (2006). Investigación cualitativa: comprender y actuar. Madrid, España: La Muralla.
Umerenkova, A. G. y Flores, J. G. (2018). Gestión del tiempo en alumnado universitario con diferentes niveles de rendimiento académico. Educação e Pesquisa, 44, e157900. Epub September 04, 2017. doi:https://doi. org/10.1590/s1678-4634201708157900
Whitworth, D.E. y Wright, K. (2015). Online assessment of learning and engagement in university laboratory practicals. British Journal of Educational Technology, 46(6), 1201-1213. doi:https://doi.org/10.1111/ bjet.12193
Yin, R. K. (2009). Case Study Research. London, United Kingdom: Sage.
Lozano Rodríguez, A., Araceli Alvarado García, M., & Llaven Aguilar, M. I. (2019). Development of competencies in the context of the Semester i: a case study. Education in The Knowledge Society, 20, 14. https://doi.org/10.14201/eks2019_20_a12
Downloads
Download data is not yet available.
+
−