Publicación: El abandono y el egreso en la UNED
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2014-09-01
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info:eu-repo/semantics/openAccess
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UNED
Resumen
Partimos del análisis estadístico descriptivo de las grandes continuidades de la UNED a lo largo de casi veinte años. Mostramos la enorme heterogeneidad en perfiles, objetivos y ritmos de sus estudiantes, pero también las constantes, como la alta proporción de no rematriculación tras el primer año, que frecuentemente se consolida en forma de abandono. A la luz de las entrevistas realizadas, debemos cambiar nuestro modelo mental de análisis de este fenómeno. La UNED ofrece a los alumnos la posibilidad de probar si su vida laboral y familiar es compatible con los estudios superiores; en la práctica, el resultado a veces indica que no se dan las condiciones para continuar, tras un cálculo perfectamente razonable de tiempo, esfuerzo y rendimiento. Sin embargo, parte de este abandono es evitable, siempre que el momento de intervención sea muy temprano; de hecho, otra de nuestras encuestas resalta la importancia de las primeras semanas de la incorporación del estudiante a la UNED, que predice el éxito académico de manera abrumadora. ¿Cuáles son, por tanto, las claves del éxito, si las condiciones vitales lo permiten? Acudimos a varias fuentes de información: los titulados de la UNED, al describir su experiencia, enfatizan la autorregulación del aprendizaje. Estos egresados valoran muy positivamente la adquisición de múltiples competencias genéricas en la UNED, muchas veces por encima de estudiantes de otras universidades. Una gran encuesta realizada en 2003 muestra que la intención por parte de los estudiantes de desarrollar un aprendizaje profundo no parece conducir a altas tasas de éxito, mientras que un indicador sintético de autorregulación está estrechamente asociado con tasas de titulación mucho más altas. Todos estos procesos de aprendizaje están estructurados por los docentes, cuyas ideas y creencias sobre el aprendizaje describimos, mostrando cómo se relacionan con sus diseños docentes. Para contribuir a la mejora de la calidad de éstos, proponemos y aplicamos una metodología de "análisis integral" de las asignaturas, que parte de considerar cada una de ellas como unidades complejas, difícilmente comparables directamente, y para las que necesitamos recopilar e integrar fuentes muy diversas de información, hasta ofrecer diagnósticos y vías de mejora útiles para los equipos docentes con los que colaboramos.
We build on a descriptive analysis of UNED statistical continuities over twenty years. We show the enormous heterogeneity in profiles, goals and timelines among their students, but also some constants, such as the high proportion of dropouts after the first year of registration, often confirmed. In light of the interviews conducted, we must change our mental model analysis of this phenomenon. UNED offers Spanish students the opportunity to test whether their work and family life is compatible with higher education; in practice, the results often show this is not the case, after a perfectly reasonable calculation of time, effort and performance. However, a minor but relevant part of this drop out is preventable; in fact, one of our surveys highlights the importance of the very first weeks, or even days, of the incorporation of the student to the UNED, which overwhelmingly predicts academic success. What are, therefore, keys to success, if other family and work conditions allow it? We combine several sources of information. Qualitatively, UNED graduates describe their experience in terms of self-regulated learning. UNED graduates value highly generic skills acquisition at UNED, often above students from other universities, except those related to language, team work or oral presentation. A large survey conducted in 2003 shows that the intention on the part of students to develop deep learning does not seem to lead to higher rates of success. All these learning processes, of course, are structured by teachers, whose ideas and beliefs about learning we describe, showing how they relate to their designs. To contribute to the improvement of their quality, we propose and apply a methodology of "comprehensive review" of selected courses. It considers each of them as complex units, difficult to compare directly, and for which we need to collect and integrate a variety of sources of information, to improve diagnosis and prove useful for teachers with whom we collaborate
We build on a descriptive analysis of UNED statistical continuities over twenty years. We show the enormous heterogeneity in profiles, goals and timelines among their students, but also some constants, such as the high proportion of dropouts after the first year of registration, often confirmed. In light of the interviews conducted, we must change our mental model analysis of this phenomenon. UNED offers Spanish students the opportunity to test whether their work and family life is compatible with higher education; in practice, the results often show this is not the case, after a perfectly reasonable calculation of time, effort and performance. However, a minor but relevant part of this drop out is preventable; in fact, one of our surveys highlights the importance of the very first weeks, or even days, of the incorporation of the student to the UNED, which overwhelmingly predicts academic success. What are, therefore, keys to success, if other family and work conditions allow it? We combine several sources of information. Qualitatively, UNED graduates describe their experience in terms of self-regulated learning. UNED graduates value highly generic skills acquisition at UNED, often above students from other universities, except those related to language, team work or oral presentation. A large survey conducted in 2003 shows that the intention on the part of students to develop deep learning does not seem to lead to higher rates of success. All these learning processes, of course, are structured by teachers, whose ideas and beliefs about learning we describe, showing how they relate to their designs. To contribute to the improvement of their quality, we propose and apply a methodology of "comprehensive review" of selected courses. It considers each of them as complex units, difficult to compare directly, and for which we need to collect and integrate a variety of sources of information, to improve diagnosis and prove useful for teachers with whom we collaborate
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Categorías UNESCO
Palabras clave
UNED, IUED, Innovación Docente, Abandono, Educación Superior a Distancia, mejora de la calidad,, investigación cuantitativa
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