DSpace Repository :: Browsing by Author "Bruna, Carola"

Browsing by Author "Bruna, Carola"

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Adaptación y validación de dos cuestionarios sobre implementación de la tecnología en la docencia universitaria
(2022) Lobos, Karla; Cobo-Rendon, Rubia; Guzmán, Esteban; Bruna, Carola
El objetivo de este trabajo fue traducir y validar los cuestionarios de conocimiento técnico pedagógico del contenido (TPACK, en inglés) y aceptación de la tecnología (TAM, en inglés) en el uso de sistemas de gestión de aprendizaje en línea en una muestra de docentes universitarios chilenos. Se empleó un diseño instrumental y se realizó la traducción y adaptación al español de los cuestionarios. Participaron 292 docentes (n=137 mujeres) de una universidad chilena. Se efectuaron análisis factoriales exploratorios usando correlación policórica y se verificó la consistencia interna. En el caso del TPACK, se identificaron cuatro factores, distintos a la propuesta original, que explican el 62 % de la varianza. En el caso del TAM se confirmó la estructura original constituida por dos factores. Ambos cuestionarios presentaron adecuados índices de consistencia interna. En conclusión, ambos instrumentos son válidos y confiables para su utilización en la educación superior chilena.
Análisis de pruebas escritas bajo los principios de la evaluación auténtica. Estudio comparativo entre carreras de la salud y otras carreras de dos universidades de la Región del Biobío
(2018) Villarroel, Verónica; Bruna, Daniela; Bustos, Claudio; Bruna, Carola; Márquez, Carolina
Background: Learning assessment has great impact in students ́ achieve- ment. However, it is one of the least intervened and researched areas in higher education institutions, all over the world. Aim: To compare the written tests applied to students of three health science undergraduate programs (Speech The- rapy, Medical Technology and Nursing), with the written tests of three programs of other areas (Business and Administration, Psychology and Bioengineering). Material and Methods: Comparisons were done using the Authentic Assessment Model ́s indicators. Also, the magnitude of the change in these variables was evaluated in these two groups of undergraduate programs, after the participa- tion of the teachers in a training program based on this model. A quantitative and repeated measurements design was used. Nineteen teachers participated (nine from medical sciences and 10 from other areas), who drafted 88 written tests before the intervention (which involved 1,318 items) and 93 written tests (that grouped 1,051 items) after it. Items were analyzed using a Hierarchical Lineal Model (HLM), controlling the tests ́ and the teachers ́ effects. Results: Both groups of undergraduate programs use multiple choice items with a higher frequency, although there were differences in the rest of the items. Also, HLM analysis showed that these programs differed in their changes after the inter- vention. Health science programs had less improvement in changing the kind of items used, but improved more in Authentic Assessment indicators. Conclusions: Written tests improved after an intervention aiming to improve the teachers’ skills to prepare such tests.
Authentic assessment: creating a blueprint for course design
(2018) Villarroel, Verónica; Bloxham, Susan; Bruna, Daniela; Bruna, Carola; Herrera-Seda, Constanza
Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in the world of work, and has been found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition; abilities highly related to employability. Despite these benefits, there are significant barriers to the introduction of authentic assessment, particularly where there is a tradition of testing' decontextualised subject knowledge. One barrier may be the lack of conceptualisation of the term authentic assessment sufficient to inform assessment design at the individual course level. This article tackles that omission by a systematic review of literature from 1988 to 2015. Thirteen consistent characteristics of authentic assessment are identified leading to the classification of three conceptual dimensions: realism, cognitive challenge and evaluative judgement. These dimensions are elaborated and used to propose a step-based model for designing and operating authentic assessment in individual higher education subjects.
Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary
(2022) Lobos, Karla; Cobo-Rendón, Rubia; Bustos, Claudio; Bruna, Carola; Arias Hidalgo, Nelson
This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.
Experiencia de diseño y uso de una rúbrica para evaluar informes de laboratorio en formato publicación científica
(Centro e Información Tecnológica (CIT), 01/04/2019) Bruna, Carola; Villarroel, Verónica; Bruna, Daniela; Martínez, José
En este trabajo se diseñó una intervención para contribuir a la formación de científicos, a través de rediseñar la evaluación de una tarea de desempeño auténtica. Para ello, se creó y validó una rúbrica analítica para evaluar un informe de laboratorio en formato publicación científica en la asignatura bioquímica. Se obtuvo un consenso entre evaluadores de 70%. El análisis permitió mejorar el instrumento e identificar debilidades en el desempeño de los estudiantes. Se obtuvo la percepción de los estudiantes de la experiencia, quienes declararon utilizar la rúbrica, apreciándose acuerdo respecto a su calidad, objetividad y pertinencia. Sin embargo, no hubo acuerdo respecto de la utilidad para guiar y retroalimentar, ni hubo efecto en el rendimiento, evidenciando que se requiere robustecer el diseño. En consecuencia, se generó una propuesta que incorpora: involucrar a los estudiantes en la definición de estándares de calidad, guiar el análisis de datos, incluir coevaluación y retroalimentación.
Lessons learned from the educational experience during COVID-19 from the perspective of latin american university students
(2023) Lobos, Karla; Cobo-Rendón, Rubia; García-Alvarez, Diego; Maldonado-Mahauad, Jorge; Bruna, Carola
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.
Promoting ASC in the primary education classroom: The role of teacher training
(2022) Lobos, Karla; Bustos, Claudio; Saez-Delgado, Fabiola; Cobo-Rendon, Rubia; Bruna, Carola
The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students’ self-concept. In addition, the change in the students’ type of self-concept depended on the change in the teachers’ specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student’s self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students’ academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students’ self-concept.
Relationships Between Pedagogical Practices and Affective States for Effective Teaching During the COVID-19 Pandemic: Insights From University Professors
(2024) Bruna, Carola; Villarroel, Verónica; Sánchez-Oñate, Alejandro Antonio; Cortés, Joaquín; Castro-Carrasco, Pablo; Conejeros-Solar, María Leonor
Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship. Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the Results: A higher perception of pedagogical competence was related to male professors reporting a high evaluation of teaching quality and a high diversification of assessment strategies. A better professor–student relationship was related to female professors reporting a high level of tutoring activities and activities in which students work collaboratively. Additionally, unpleasant affective states were experienced at a higher rate by younger and female professors. Conclusions: Variables that make up the perception of professor competence and the professor–student relationship were identified, relating to gender and pedagogical practices, such as diversification of assessment strategies, tutoring, and collaborative activities. Implications: The results can guide future institutional actions to improve conditions and establish guidelines for quality virtual education in the post-pandemic scenario.
Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario
(2022) Cobo-Rendón, Rubia; Bruna, Carola; Lobos, Karla; Cisternas San Martin, Nataly; Guzman, Esteban
After more than 2 years of the pandemic caused by COVID-19, a gradual return to face- to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.
Using principles of authentic assessment to redesign written examinations and tests.
(2019) Villarroel, Verónica; Boud, David; Bloxham, Susan; Bruna, Daniela; Bruna, Carola
Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.

Browsing by Author "Bruna, Carola"

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