Publicaciones en Docencia Universitaria
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Item Facets of Metacognition and their Impact on Associative Learning(2025) Barrientos, Mauricio S.; Reyes, Gabriel; Sackur, JérômeMetacognition refers to the monitoring and control of one’s own cognitive processes. The positive impact of metacognition on learning and academic performance has been extensively studied. However, metacognition is not a unitary construct; it is composed of interrelated facets, such as knowledge about one’s cognitive processes and products (metacognitive knowledge), the real-time monitoring of these processes (metacognitive experiences), and the ability to regulate them (metacognitive skills). Few studies have explored how these three components and their interrelations relate to learning. To investigate this issue, we assessed 73 undergraduate students using two self-report questionnaires and two behavioural tasks designed to evaluate facets of metacognition and associative learning. We also collected data on participants' academic performance. The results show that associative learning is primarily related to metacognitive experiences, while academic performance is associated with all facets. Additionally, we found evidence of how the facets of metacognition jointly relate to learning. First, mediation analysis revealed that the impact of metacognitive knowledge on learning is fully mediated by metacognitive experiences. Second, moderation analysis demonstrated that the use of metacognitive skills strengthens the relationship between metacognitive experiences and learning. Our findings underscore the differential roles of metacognition facets in associative learning and academic performance.Item Characterization of the Educational Innovation Process: Teaching Concerns and Results in the Teaching and Learning Process in a Chilean University Over 5 Years(2021) Ruiz Garrido, Alejandra; Vélez Rivera, Rocío; Leal Orellana, Priscila; Quintiliano-Scarpelli, DaianaThis study arises from the need to identify the concerns of teachers for their pedagogical practice, characterizing this process. 91 articles of educational innovation projects were analyzed, between 2014 and 2018, in which 371 teachers and 9,509 students participated. A matrix was developed with identification data and variables based on the concerns focused on students and teachers, their results and the type of innovation used. The variables were associated using descriptive and bivariate statistics (chisquare and fisher’s exact test) using Stata 14.1 software. Among the main results, the concerns towards the students stand out, most frequently of the variable “application of the theory”. On the other hand, the main concerns focused on teachers were “curricular planning” and the “use of methodologies”. “Peer-to-peer learning with the use of keyboards” and “Flipped Classroom_Learning” were the most frequently implemented innovations, showing interest in active methodologies. The results obtained allow us to reflect on innovation in higher education and decide on empirical data from the experience of teachers.Item Innovación metodológica flipped learning en cursos de pregrado(2016) Vélez Rivera, Rocío; Miranda Cerna, RubénEste trabajo trata sobre la realización de un proyecto piloto para la incorporación de la estrategia pedagógica Flipped Learning o aprendizaje invertido, por el Centro de Desarrollo de la Docencia. Su objetivo fue fortalecer las competencias del docente de la Universidad del Desarrollo, a través del conocimiento e implementación de esta estrategia pedagógica en cursos de pregrado, para contribuir al mejoramiento de los aprendizajes en los estudiantes utilizando metodologías y estrategias activas y la tecnología disponible en la Universidad. En este proyecto colaboraron 5 asignaturas de distintas facultades, seleccionadas por sus características afines a la estrategia, donde los docentes fueron guiados por tutores expertos en Flipped Learning. Los contenidos teóricos se entregaron a los estudiantes por medio de recursos audiovisuales grabados con apoyo de la escuela de Cine UDD y dispuestos en la plataforma institucional iCursos. Tras implementar y evaluar la estrategia en las distintas carreras, y más en profundidad en una carrera de Nutrición y Dietética, destacó la alta valoración de los estudiantes sobre su implementación en términos de aprendizaje, motivación y autonomía. Asimismo, la docente de la asignatura valoró los positivos cambios experimentados en la asignatura y en los estudiantes. En términos generales, se pudo evidenciar que el éxito en el diseño y aplicación de Flipped Learning depende de las características de las asignaturas y por sobre todo, de la capacidad reflexiva del docente durante todo el proceso, así como de la correcta interacción entre todos los elementos propios de la estrategia pedagógica