Browsing by Author "Cobo-Rendon, Rubia"

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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.
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    Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App
    (2021) Lobos, Karla; Sáez-Delgado, Fabiola; Bruna, Daniela; Cobo-Rendon, Rubia; Díaz-Mujica, Alejandro
    Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.
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    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.

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