REDU. Revista de Docencia Universitaria - Vol 23, No 2 (2025)
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Item type: Artículo , Access status: Abierto , Clases virtuales en educación superior: análisis de factores de influencia al rendimiento académico en una universidad pública de México(Universitat Politècnica de València, 2025-12-31) Gutiérrez Benítez, Jorge Gustavo[EN] Higher education institutions have diversified their educational offerings through virtual modalities in order to meet the demand for flexible learning environments and enhanced use of digital technologies. However, this modality entails specific pedagogical challenges that became particularly evident during the COVID-19 pandemic, especially in relation to assessment practices and academic support. In this context, the present study examines the academic performance of students enrolled in virtual courses delivered in 2024 at the Faculty of Languages, Tijuana campus, of the Autonomous University of Baja California. The analysis considers faculty training level, the feedback provided by teachers, and the interactions implemented within the institutional learning platform as key analytical factors. A quantitative study with an explanatory correlational scope was conducted, analyzing data from 662 undergraduate students enrolled in the Bachelor s Degree in Language Teaching, distributed across 33 courses taught by 22 instructors. Descriptive statistics, analysis of variance, and correlation tests were employed. The findings indicate that faculty training level, measured by the number of professional development courses completed, did not show a statistically significant relationship with academic performance. In contrast, teacher-provided feedback emerged as a determining factor, as significant differences in students academic performance were observed. These findings highlight the importance of prioritizing pedagogical practices focused on formative feedback and learning support in virtual environments, providing relevant empirical evidence to inform institutional decision-making aimed at improving educational quality in higher education.Item type: Artículo , Access status: Abierto , Creencias, experiencia y autopercepción de competencias en escritura académica de los estudiantes del grado de Psicología.(Universitat Politècnica de València, 2025-12-31) Rivero García, Magda; Adam-Alcocer, Ana-Luisa; Fabà Ribera, Josep; Garriz Galan, Idoia; Pezzola Gutierrez, Pablina Alejanda; Serrat Fernández, Rodrigo; Universitat de Barcelona[EN] This study explored the beliefs, experiences, and self-perception of competencies among second-year Psychology students at the University of Barcelona regarding academic writing. An online questionnaire was administered to students from all groups enrolled in the compulsory course "Child Development" during the 2024 2025 academic year and was completed by 63.33% of the enrolled students (N=171). The questionnaire included both Likert-scale and open-ended questions about beliefs regarding the functions and characteristics of academic writing, experience with academic writing at university, and self-perception of competencies. Students valued reflection and learning as important functions of academic writing, while they perceived that the instructors assigned less importance to these elements. As defining characteristics of academic writing, they prioritized clarity and coherence in writing but considered the use of technical vocabulary, academic style, and citation and referencing norms to be less important _areas in which they also felt less competent. They reported having more experience with group writing than individual writing, perceived differences between group and individual writing, and identified specific challenges related to collaborative writing. They showed a positive self-perception of their academic writing skills but considered that they would need more practice and training to improve them. The results revealed both alignments and discrepancies between students perceived competencies and the difficulties identified by teachers in previous studies. Technical-academic features of writing, the challenges of collaborative writing, and argumentation skills were identified as key areas to address in future teaching improvement initiatives.Item type: Artículo , Access status: Abierto , Empoderamiento Comunitario rural a través del Diplomado en Gestión y Administración Sustentable de Agua Potable Rural (APR)(Universitat Politècnica de València, 2025-12-31) Saavedra Concha, Ricardo; Sanhueza Concha, Felipe; Álvarez Escamilla, Jenaro; Cid Robles, Alma; Francesconi Riquelme, Caroll; Universidad San Sebastián, Concepción, Chile[EN] The Diploma in Sustainable Management and Administration of Rural Drinking Water (RDW) is the first university-level continuing education program designed to strengthen leadership and technical management capacities within RDW systems in Chile. The study employs a predominantly quantitative methodological approach, complemented by descriptive qualitative analysis, to assess participants selfperceived competence development and learning outcomes. The program was delivered through synchronous online modules to 98 community leaders from rural areas in the Biobío region. The data analyzed were obtained from structured surveys administered in each module and from summative academic evaluations, along with open-ended responses that provide contextual insights into the participants experiences. The study explicitly differentiates between the educational objectives of the program and the research objectives of this study, enhancing the coherence of the methodological framework. The findings reveal levels of satisfaction, relevance of content, teaching quality, and training gaps, offering evidence to inform program improvements and support the design of educational initiatives tailored to community actors in rural territories.Item type: Artículo , Access status: Abierto , Flipped classroom en Educación Superior: una experiencia enriquecedora en Sociología de la Educación(Universitat Politècnica de València, 2025-12-31) García Jiménez, Enrique; Sánchez López, Beatriz[EN] The flipped classroom methodological model is part of pedagogical innovation, which focuses on the teaching-learning process on the students. This model is based on three fundamental pillars: active learning, the use of ICT, and the centrality of the students themselves. Supported by studies and research published on the subject, a methodological proposal is presented, based on the application of the flipped classroom as an innovative teaching experience among students of the Bachelor's Degree in Early Childhood Education at an affiliated institution of the University of Granada during the 2023/2024 academic year. The results obtained are highly positive in the three areas under study: the monitoring and engagement of students with the daily at-home work required by this methodological model; the motivation generated by the development of the flipped classroom and the novelty it brings to the daily routine of a subject; and academic performance, measured through the grades achieved by the students. All of this demonstrates the success of the implementation of this model, showing that higher education should embrace a new way of teaching that fosters a better way of learning. The flipped classroom is an effective tool for this purpose.Item type: Artículo , Access status: Abierto , Aprendizaje Basado en Proyectos como estrategia transformadora para el desarrollo de competencias transversales y la integración de la sostenibilidad en la educación en ingeniería(Universitat Politècnica de València, 2025-12-31) Llopis-Albert, Carlos; Escuela Técnica Superior de Ingeniería Aeroespacial y Diseño Industrial; Departamento de Ingeniería Mecánica y de Materiales; Instituto Universitario de Investigación Concertado de Ingeniería Mecánica y Biomecánica[EN] This study reports the results of a teaching innovation project carried out at the Universitat Politècnica de València during the 2023 2025 academic years, focused on implementing Project-Based Learning (PBL) in the course Dynamics of Mechanical Systems within the Master s Degree in Mechatronic Engineering. The intervention was structured around three projects addressing real-world problems in kinematics, dynamics and multibody systems, integrating sustainability criteria and fostering interdisciplinarity through the use of professional tools such as SolidWorks and Wolfram Mathematica. The main objective was to analyze the impact of PBL on the acquisition of transversal competences such as social and environmental responsibility, decision-making and teamwork and on the incorporation of the Sustainable Development Goals (SDGs) into engineering education. A mixedmethods approach combined surveys, focus group interviews, participant observation and academic performance analysis, complemented by an expanded qualitative interpretation that identifies emergent categories such as sense of purpose, situated interdisciplinarity and self-regulated learning. Findings reveal significant improvements in motivation, engagement and achievement, as well as greater critical awareness of sustainability and professional ethics. Despite challenges related to workload and the assessment of complex competences, the results confirm the effectiveness of PBL as an active and transferable strategy to foster meaningful and sustainable learning in higher education.Item type: Artículo , Access status: Abierto , Repensando la acción tutorial durante la formación del profesorado: co-creación de significados a través del discurso material(Universitat Politècnica de València, 2025-12-31) Moreno-Medina, Irene; Lucas-Oliva, Inés; Guzmán-Simón, Fernando[ES] En el ámbito educativo, especialmente en educación superior, es crucial cuestionar cómo se construyen los discursos y cómo se reproducen las estructuras de poder. La formación de futuros docentes requiere una nueva conceptualización de la educación. Se propone una pedagogía especulativa como aproximación alternativa al proceso de enseñanza-aprendizaje. Los objetivos de esta innovación docente son presentar estrategias que, desde un enfoque neomaterialista, permita a estos futuros tutores de Educación Secundaria repensar la labor docente-tutor a fin de dar respuestas más inclusivas y éticas. Esta propuesta se enmarca en un proyecto de innovación de la Universidad de Sevilla y se implementa en la asignatura de Acción Tutorial del Máster en Formación de Profesorado de la Facultad de Ciencias de la Educación. La propuesta integra el uso de materiales creativos para que, en relación con sus experiencias y con otros cuerpos, el estudiantado reflexione sobre la acción tutorial. La creación de artefactos y su posterior interpretación no-representacional transforma este ejercicio en una práctica de co-creación de significados inesperados. Los hallazgos evidencian que implementar el discurso material no-representacional permite una comunicación más compleja y abierta, propiciando que el alumnado reconsidere su rol tutorial desde una perspectiva relacional y ética. Este enfoque innovador fomenta la construcción de un discurso más inclusivo, crítico y respetuoso, alineado con los principios de justicia social promovidos por la teoría neomaterialista. La investigación sugiere que la integración de estas perspectivas en la formación docente puede contribuir a una educación más justa y ética, desafiando las estructuras de poder.Item type: Artículo , Access status: Abierto , Percepciones de los maestros en formación sobre Moodle como Sistema de Gestión de Aprendizaje en el contexto de la plataformización educativa post COVID 19(Universitat Politècnica de València, 2025-12-31) García Martín, Judit[EN] Most universities have an institutional Learning Management System (LMS), usually Moodle, which acts as an infrastructure for academic communication and teaching organisation. Before the pandemic, its use was complementary, and it operated as an auxiliary support. Following the expansion of digital teaching in the post-pandemic period, these environments have become structural components of educational activity and key elements in the current dynamics of educational platformisation. In this context, the study analyses the perceptions of 537 pre-services teachers on the institutional use of Moodle, known as Studium, with the aim of describing how they interpret its functioning, usefulness and psycho-educational impact. To this end, an online questionnaire, ECEGEA, was administered, examining four dimensions: i) emotional, ii) cognitive, iii) experiential, and iv) pedagogical transfer. The results show a mostly favourable assessment of the psychoeducational impact of the institutional LMS, with particularly high scores in the emotional and cognitive dimensions during the post-pandemic period. A trend of progressive improvement in the perception of the LMS is also identified as institutions and pre-services teachers normalise the continued use of the platform. This pattern points to a process of consolidation and maturity in the pedagogical integration of Moodle into initial teacher training, reinforcing its role as a stable environment for organisation, communication and learning support. Most universities have an institutional Learning Management System (LMS), usually Moodle, which acts as an infrastructure for academic communication and teaching organisation. Before the pandemic, its use was complementary, and it operated as an auxiliary support. Following the expansion of digital teaching in the post-pandemic period, these environments have become structural components of educational activity and key elements in the current dynamics of educational platformisation. In this context, the study analyses the perceptions of 537 pre-services teachers on the institutional use of Moodle, known as Studium, with the aim of describing how they interpret its functioning, usefulness and psycho-educational impact. To this end, an online questionnaire, ECEGEA, was administered, examining four dimensions: i) emotional, ii) cognitive, iii) experiential, and iv) pedagogical transfer. The results show a mostly favourable assessment of the psychoeducational impact of the institutional LMS, with particularly high scores in the emotional and cognitive dimensions during the post-pandemic period. A trend of progressive improvement in the perception of the LMS is also identified as institutions and pre-services teachers normalise the continued use of the platform. This pattern points to a process of consolidation and maturity in the pedagogical integration of Moodle into initial teacher training, reinforcing its role as a stable environment for organisation, communicatioItem type: Artículo , Access status: Abierto , Evaluación de una Simuloteca como entorno de aprendizaje autónomo en simulación clínica y validación de un cuestionario de percepción del alumnado(Universitat Politècnica de València, 2025-12-31) Adánez-Martínez, M. Gracia; Pérez Cánovas, Carlos; De Gea García, Jose Higinio; Cantero Sandoval, Antonia del Amor; Reyes Domínguez, Susana Beatriz; Febrero Sánchez, Beatriz[EN] Background and Objectives: The acquisition of clinical skills in undergraduate medical education requires teaching methodologies that foster autonomous and reflective learning through self-assessment. The aim of this study was to evaluate a teaching methodology known as Simuloteca and to validate an associated assessment questionnaire. Materials and Methods: A prospective observational study was conducted involving third-year undergraduate medical students. A virtual learning platform, Simuloteca, was developed, providing audiovisual content covering six clinical skills to support self-directed learning within a flipped classroom model. After reviewing the materials, students were paired to perform the clinical techniques using standardized checklists and subsequently assessed their peers performance. An 11-item questionnaire was designed as the evaluation instrument, structured into the dimensions of self-perception, resources, and tutoring. Responses were rated on a 5-point Likert scale. Results: A total of 563 students participated over the three-year study period. Mean questionnaire scores exceeded 4 in all domains, except for the perceived need for increased tutoring (2.22 ± 1.33) and the use of checklists (3.74 ± 1.31). Exploratory factor analysis identified three factors with eigenvalues greater than 1. Confirmatory factor analysis supported the adequacy of the factor structure identified in the exploratory analysis. Cronbach s alpha and composite reliability coefficients were above 0.8. Model fit indices indicated that the factorial structure of the questionnaire was robust and acceptable. Conclusions: Simuloteca, as a virtual platform for clinical skills training, represents a feasible methodology for self-directed learning and can be effectively evaluated using a validated assessment questionnaire.Item type: Artículo , Access status: Abierto , Impacto de un enfoque de enseñanza basado en el Partenariado en la identidad profesional de un docente universitario(Universitat Politècnica de València, 2025-12-31) Monereo Font, Carles[ES] El movimiento de Partnership educativo, traducido por Partenariado en español, se ha desarrollado mucho en la última década, especialmente en las universidades occidentales. Numerosos estudios han señalado las ventajas de convertir a los estudiantes en socios en términos de su compromiso, agencia y colaboración, así como las condiciones que deben considerarse para que este tipo de iniciativas tengan éxito. Sin embargo, el posible impacto de este enfoque en la identidad de los docentes universitarios, especialmente cuando son noveles, apenas ha recibido atención. En el estudio que presentamos, analizamos cuál es el impacto de una experiencia de Partenariado en un docente novel, y cómo se desarrollan sus posiciones identitarias durante un curso académico en el que imparte una asignatura bajo ese enfoque. Para esta investigación aplicamos procedimientos de registro y análisis de carácter cualitativo, como distintos tipos de entrevistas, relatos escritos y el repertorio personal de posiciones de Hermans (2001), contrastando las percepciones del docente con las de sus estudiantes. Los resultados de este análisis de caso longitudinal ofrecen pistas sobre cuáles son las principales incidencias que se deben superar y cómo el partenariado puede actuar como un excelente dispositivo de formación del profesorado universitario, promoviendo nuevas posiciones identitarias.