Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Objetivo. El objetivo principal del estudio fue conocer la calidad de la educación en línea a nivel universitario. Metodología. Se utilizó un enfoque mixto con análisis convergente de datos cualitativos obtenidos de estudiantes, docentes y personas egresadas de esta modalidad educativa a través de grupos focales y entrevistas en profundidad y datos cuantitativos obtenidos de indagaciones externas a través de encuestas. Resultado. Las visiones externas no mostraron credulidad sobre la calidad de la educación en línea y, sin conocer su dinamismo curricular, exhibieron desconfianza sobre las competencias de las personas egresadas, lo que explica por qué aún con el auge del mundo virtual, la educación superior continúa siendo predominantemente presencial. Por otro lado, las visiones internas revelaron confianza en la calidad y confirmaron conceptos teóricos sobre aprendizajes en la virtualidad relacionados con mediaciones pedagógicas, plataformas tecnológicas educativas, competencias pedagógicas del personal docente, construcción de aprendizajes y participación continua del estudiantado. Conclusiones. Estos hallazgos pueden ser aplicados en la renovación de los sistemas de calidad educativa enfocados en la medición positivista de factores intrínsecos, y para avanzar de un modelo de socialización y promoción basado en la flexibilidad y fácil acceso, a otro enfocado en las potencialidades pedagógicas y ventajas formativas de la educación en línea.  

Introduction. The entrance of young people to the university is a challenging and important period in their life, both academically and personally. It is required to have a set of skills that allow them to adjust satisfactorily to the demands of the new context. This adjustment process to university life becomes a key variable since it allows facing the motivation, execution, and performance requirements of the university experience in the first years. It is necessary to know those variables that predict an adequate academic adjustment of the students to propose timely improvement interventions. Objective. The objective is to evaluate the predictive capacity of engagement and academic motivation in the adjustment process of university students. Method. Cross-sectional predictive design, and a sample of 512 first-year students from a Chilean university (Male = 297; Female = 215). Average age of 19 years (SD = 1.49). Results. The results reveal that the regression models were statistically significant. Engagement was the highest predictor of academic adjustment (β = .511; p <.01; r2 = .40), institutional (B = .30; p <.01; r2 = .37), social (β = .29; p <.01; r2 = .15) and personal-emotional (β = .30; p <.01; r2 = .10), followed by autonomous motivation. Conclusions. Academic engagement is relevant not only in promoting performance but also in the integration processes of university students. In conclusion, academic engagement and autonomous motivation are predictors of adjustment to university life.

Introduction. High school students are not strangers to the accumulation of information transmitted day by day on different media regarding environmental problems. Under this context, students shape social representations of climate change. Methodology. The research was conducted from a qualitative perspective, following the processual approach to social representations. The following techniques were used to collect written and verbal information from students: free evocation, associative chart, narrative drawing, and a scale of attitudes. The information obtained was triangulated, the textual testimonies and the frequencies of responses were analyzed, and the results were systematized and interpreted. Results. It is observed that the students’ social representations contain poor scientific knowledge, notions and opinions abound in them, and they also have and reflect a sense of favorable attitudes towards the environment. Discussion. The results are like those obtained in other investigations, and some mistaken notions about climate change (consequences-causes) persist and even increase as people grow older. In addition, the prevalence of several confusions in their social representations is observed, for example, between weather and climate and the hole in the ozone layer due to climate change. Unlike other studies, in this research, the influence of environmental education in shaping favorable attitudes towards the environment is perceived in the students’ testimonies.

Objective. To collect and analyze the bachelor theses supervised and defended in the Department of Music of the Faculty of Education in Albacete, Spain (UCLM). The study covered the period from the department implementation in 2012-2013 to the academic year 2018-2019. Methodology. The approach used was mainly quantitative and descriptive with a sample of 102 final year dissertations, of which 66 belong to the bachelor’s degree in Primary Education, 33 to the bachelor’s degree in Early Childhood Education, and 3 to the bachelor’s degree in Bilingual Primary Education (English). The following variables were analyzed: number of theses, academic years, research lines, and keywords in titles. Results. A steady continuity in the research output was observed in the overviewed period. The most researched lines included music and emotions (19.61%), music and information and communication technologies (15.69%), and music and special education (14.71%), while the least researched one was legislation on music education (2.94%). The analysis of the keywords of the titles showed a strong presence of the term emotion(s)/(al) in the bachelor’s degrees of Early Childhood and Primary Education Teaching. Some substantial differences were also found in the thematic preferences of both degrees, pointing to more theoretical and technical studies in Primary Education and more practical studies in Early Childhood. Conclusions. This paper analyzed and discussed the research lines of a sample of bachelor theses. The limitations of the sample offered preliminary results on the evolution of the research lines, which suggests differences between the thematic preferences between both degrees.

Introduction. The massification of enrollment in universities makes them compete for more applicants, generating a differentiation between careers. Nursing exemplifies this process of expansion of tertiary education in Chile. In this context, there is little evidence of how the careers are positioned and what differences in language resources are used in the advertising discourse. Objective. To analyze the discourse based on the theory of valuation of nursing careers in websites and to identify the differentiation valuation resources in them. Methodology. It is a descriptive interpretative study. A corpus of 41 Nursing websites was reviewed with a description of texts, identification of valuation resources, and determination of the meanings of valuation dimensions. Results. Nursing careers use marketing in which the characteristics of the (consumer) product and the promise of the future stand out over those discourses oriented to formative-educational aspects (such as the quality of teaching or the humanistic emphasis). However, there are differences in the discourses when using valuation resources. In universities belonging to the Council of Rectors (CRUCH), prestige is highlighted, while in private universities (NO-CRUCH), all resources are used to ensure their brand distinction to applicants. Recommendations. Although the universities differ in their strategies (prestige/brand), they aim at the same practice of attracting students. Future studies are recommended to analyze the coherence between the discourse of the offer, the quality of the educational training received, and the control of the veracity of advertising messages in education. 

Introduction. Historical thinking is a highly relevant aspect in teaching-learning history as it is a didactic approach that allows the development of more complex cognitive skills from a constructivist perspective. For students’ historical education to be based on this teaching approach, it is necessary to introduce it into educational curricula, among other aspects. Method. This qualitative research aimed to compare the curricula of ten countries (Canada, the United States, Mexico, Chile, Argentina, Australia, England, Portugal, France, and Spain), of particular relevance for their publications on this subject, to verify the presence of historical thinking concepts in them through the technique of content analysis. Results. The results showed that these concepts were incorporated into most curricula according to educational studies conducted on this subject. The results showed that most of the curricula have echoed the educational research carried out on this theme, including such concepts in their study programs. Discussion. Nevertheless, some modifications are necessary in the study programs of other countries to foster the development of historical thinking among students. To this end, curricula in which the historical concepts proper to this teaching approach are fully integrated can serve as a model and reference.

Introduction. The purpose of this review is to review the literature that analyzes the relationship between gamification, motivation, and learning and thus, provide pedagogical and didactic ideas for its implementation in non-university education. Method. A mixed methodology is applied, through which an intentional sample of 37 articles is analyzed, intentionally chosen following the evaluation standards of the AERA (2006), out of a total of 1,706 studies published in ISI Web Of Science. Results. Based on the AERA (2006) evaluation controls, 37 intentionally chosen studies were selected and analyzed. Gamification was confirmed as having a direct and positive impact on students’ experiences in terms of their motivation and performance. Discussion. The work points to gamification is being approached academically from two perspectives, as a methodology oriented to students’ motivation in their competence learning; and as a way to enhance academic performance in different areas of knowledge.

Objective. This research article aimed to determine the level of significant learning acquired by students in the third grade of Primary Education after applying concept maps in the teaching process. Methodology. Research of quantitative approach, experimental type, with a quasi-experimental design and a sample of 66 students, using the pre-test and post-test as data collection instruments. Analysis of Results. The results obtained allowed determining that most of the students in the experimental group developed their intellectual capacities, explored their knowledge, and, finally, achieved competencies and skills at a high and significant level. Conclusions. The application of concept maps in the teaching process allows teachers to present information in a summarized form so that students can easily grasp key ideas and remember them for life, thus helping to improve student learning. Hence, its use is recommended from the early years of school.

Introducción. La experiencia de formación académica de grupos minoritarios surge en un escenario de tensiones entre el sistema de educación predominantemente occidental y monocultural en relación con la educación familiar y saberes adquiridos por el estudiantado, así como la reproducción de diferentes formas de racismo. Estas tensiones han sido bien documentadas en la etapa escolar, mientras que en la formación universitaria de estudiantes indígenas de Chile han sido escasamente exploradas. Objetivo. Este estudio explora las creencias y representaciones de un grupo de estudiantes de origen mapuche respecto de sus experiencias académicas y socioafectivas de una universidad en Temuco, Chile, en el contexto de la Formación Inicial Docente inmersa en un sistema de educación que tradicionalmente ha sido monocultural. Metodología. El diseño metodológico se fundamentó en la investigación educativa y paradigma interpretativo, se entrevistaron a 12 estudiantes que se autoidentifican como indígenas mapuches, las entrevistas se analizaron a través de la técnica de codificación abierta. Resultados. Los principales resultados develan que las experiencias universitarias son diversas, y mantienen contenidos nucleares relacionados con la discriminación, lo que influye en la inserción y progresión en la formación profesional. Conclusión. El estudio permitió identificar las experiencias universitarias más satisfactorias, las que se relacionan con el posicionamiento del estudiantado respecto a su identificación cultural, la creación y mantenimiento de redes de apoyo.

Purpose. Studying regulations can make visible the measures included in them about specific topics to discuss contributions of these measures and offer proposals to improve or enrich other regulatory measures. From this, this study aims to analyze the presence of Lesbian, Gay, Trans, Bisexual, and Intersexual (LGTBI) identities and corporalities in the Spanish state and Andalusian regional educational regulations, as well as the possibilities these regulations offer to work with this community in schools. Method. An analysis of the different regulatory measures approved for the LGTBI collective is conducted through a qualitative documentary study of the policies of the Spanish State and the Autonomous Community of Andalusia. Results. The results reveal the different approved political measures related to the object of study, describing in detail the contributions and repercussions regarding the LGTBI group in education. Conclusions. We conclude that, although the state regulations give a superficial treatment to the LGTBI group in the educational field, the Andalusian autonomous community does establish inclusive measures that enable the advancement of rights and attention to affective-sex-generic diversity within the educational dimension. Given this, the inclusion of the LGTBI collective in future state regulatory proposals is recommended. These proposals must advocate for a broad presence of this group in all the dimensions of the educational process. Likewise, they must consolidate the normative foundations that contribute to reducing their discrimination to achieve a more democratic and egalitarian educational practice.