Estrategias dirigidas por el profesorado para maximizar los resultados del aprendizaje en educación superior

• Manuel Miguel Ramos-Alvarez ^[1] ; Gloria Luque Agulló ^[1]
  1. [1] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 36, Nº 4, 2024, págs. 819-853
• Idioma: español
• DOI: 10.1177/11356405241290422
• Texto completo no disponible (Saber más ...)
• Resumen

  • En las últimas décadas, han surgido una serie de desafíos en las políticas educativas para los contextos de educación superior (ES), que han llevado a un cambio de metodologías orientadas al docente a metodologías orientadas al alumno. Sin embargo, hay una escasez de estudios que revisen estrategias efectivas dirigidas por el docente destinadas a maximizar los resultados de aprendizaje en ES, ya que los estudiantes aún pueden necesitar el apoyo de los docentes para organizar su proceso de adquisición. En consecuencia, adoptando esta perspectiva instructiva, este artículo ha examinado cómo la metodología de los docentes puede ser (re)diseñada para promover un aprendizaje exitoso en ES por medio de estrategias dirigidas a andamiar el contenido, el lenguaje, el diseño de tareas y los resultados. En este artículo se desarrolla una lista sistemática de estrategias instructivas efectivas, pasando por alto aquellas técnicas que, a pesar de su uso frecuente, no han demostrado ser altamente beneficiosas para promover los resultados de aprendizaje. Cuando los estudiantes se convierten en aprendices expertos, puede ocurrir un cambio de metodologías instructivas a metodologías de descubrimiento o basadas en el alumno.

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