Publicación: Métodos de enseñanza, compromiso y metas del profesorado en modalidad b-learning
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Fecha
2019-08-08
Autores
Sánchez Cortés, Iván
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info:eu-repo/semantics/openAccess
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Universidad de Oviedo
Resumen
El propósito de este trabajo es estudiar la relación entre el uso de diferentes métodos de enseñanza, el compromiso y metas del profesorado. Se aplicó un cuestionario online a una muestra de 365 profesores de educación superior en modalidad b-learning. Los datos recogidos fueron sometidos a análisis descriptivos, correlacionales y de diferencias de medias. El uso de la exposición, un notable nivel de compromiso y una orientación de meta prosocial destacan en los resultados. Se hallaron diferencias significativas entre las variables estudiadas en función de factores como el sexo, edad, experiencia, estatus laboral y área de conocimiento a la que se pertenece. Destaca el mayor uso de la exposición entre los profesores con menos experiencia, el menor uso de herramientas no formales para la comunicación entre los profesores más jóvenes, y un mayor nivel de compromiso entre profesores con un estatus laboral más precario. Se concluye la necesidad de indagar sobre factores contextuales con incidencia en el uso de las metodologías con objeto de fomentar aquellas en la que los estudiantes adoptan un papel más activo.
Reserach on techer´s methodologies and motivation in higher education nhas a long tradition, although not enough attention has benn given to them in new teaching modalities. An online questionnaire was administered to a sample of 365 higher education teachers from a b-learning modality in order to collect information on teaching methods, teacher engagement and goals. Data were subjected to descriptive, correlational and inferential analyses. The use of the lecture method, remarkable levels of teacher work engagement and prosocial goal orientation were highlighted. Significnt differences between teaching mehods, teacher engagement and goals according to sociodemograhic variables and areas of knowledge, were found. The higher use of the lecture method in less-experienced teachers, the least use of non-formal tools for communication (external to the university) in younger teachers, and higher levels of engagement in teachers with precarious working status, were highlighted. It´s concluded the necesity of investigating additional contextual factors with an impact on the actual use of the teaching methods, in order to encourage teaching methods where students have an active role.
Reserach on techer´s methodologies and motivation in higher education nhas a long tradition, although not enough attention has benn given to them in new teaching modalities. An online questionnaire was administered to a sample of 365 higher education teachers from a b-learning modality in order to collect information on teaching methods, teacher engagement and goals. Data were subjected to descriptive, correlational and inferential analyses. The use of the lecture method, remarkable levels of teacher work engagement and prosocial goal orientation were highlighted. Significnt differences between teaching mehods, teacher engagement and goals according to sociodemograhic variables and areas of knowledge, were found. The higher use of the lecture method in less-experienced teachers, the least use of non-formal tools for communication (external to the university) in younger teachers, and higher levels of engagement in teachers with precarious working status, were highlighted. It´s concluded the necesity of investigating additional contextual factors with an impact on the actual use of the teaching methods, in order to encourage teaching methods where students have an active role.
Descripción
The registered version of this article, first published in “Aula abierta, 48(3), 311-320", is available online at the publisher's website: Universidad de Oviedo, https://doi.org/10.17811/rifie.48.3.2019.311-320
La versión registrada de este artículo, publicado por primera vez en “Aula abierta, 48(3), 311-320", está disponible en línea en el sitio web del editor: Universidad de Oviedo, https://doi.org/10.17811/rifie.48.3.2019.311-320
Categorías UNESCO
Palabras clave
aprendizaje semipresencial, educación superior, métodos de enseñanza, compromiso del profesorado, metas, blended learning, higher education, teaching methods, teacher engagement, goals
Citación
Sánchez-Cortés, I. y Suárez Riveiro, J. M. (2019). Métodos de enseñanza, compromiso y metas del profesorado en modalidad b-learning. Aula abierta, 48(3), 311-320. https://doi.org/10.17811/rifie.48.3.2019.311-320
Centro
Facultades y escuelas
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)