https://revistas.upc.edu.pe/index.php/docencia/issue/feedRevista Digital de Investigación en Docencia Universitaria [Digital Journal of University Teaching Research]2024-02-06T23:53:53+00:00Mirian Pilar Grimaldo Muchotrigorevista.ridu@upc.peOpen Journal Systems<p>The Digital Journal of University Teaching Research (RIDU), edited by the Quality Assurance Department's Institutional Research and Effectiveness Office, seeks to foster an enriching academic space to promote research and debate around university teaching and higher education. Through this effort, RIDU proposes to create a virtual community around the journal so as to establish connections among authors, editors and readers. The journal is indexed in LATINDEX, Index Copernicus, Dialnet, REDIB, DOAJ, ERIHPLUS, <em><a title="ESCI" href="/index.php/docencia/manager/setup/The%20Digital%20Journal%20of%20University%20Teaching%20Research%20(RIDU),%20edited%20by%20the%20Quality%20Assurance%20Department's%20Institutional%20Research%20and%20Effectiveness%20Office,%20seeks%20to%20foster%20an%20enriching%20academic%20space%20to%20promote%20research%20and%20debate%20around%20university%20teaching%20and%20higher%20education.%20Through%20this%20effort,%20RIDU%20proposes%20to%20create%20a%20virtual%20community%20around%20the%20journal%20so%20as%20to%20establish%20connections%20among%20authors,%20editors%20and%20readers.%20The%20journal%20is%20indexed%20in%20LATINDEX,%20Dialnet,%20REDIB,%20DOAJ,%20and%20ESCI-Thomson%20Reuters.%20If%20you%20wish%20to%20collaborate%20with%20a%20research%20article,%20please%20read%20our%20journal's%20author%20policies%20and%20ethical%20criteria." target="_blank" rel="noopener">ESCI-Thomson Reuters</a>, and <a title="SciELO" href="http://www.scielo.org.pe/scielo.php?script=sci_serial&pid=2223-2516&lng=es&nrm=iso" target="_blank" rel="noopener">SciELO</a></em>. If you wish to collaborate with a research article, please read our <a title="JAG" href="/index.php/docencia/about/submissions#authorGuidelines" target="_blank" rel="noopener">journal's author guidelines</a> and <a title="Ethical criteria" href="/index.php/docencia/about/editorialPolicies#custom-1" target="_blank" rel="noopener">ethical criteria</a>.</p>https://revistas.upc.edu.pe/index.php/docencia/article/view/1725Relationship between participation in a transition program and permanence in students at a private university of Lima2023-04-11T15:55:38+00:00Héctor Viale-Tudelahector.viale@upc.peEnit Huamán-Cotrinaenit.huaman@upc.peReyna Rojasreyna.rojas@upc.pe<p><strong>Introduction:</strong> Will identify the relation generated by participation in a transition program carried out between the end of secondary school and the beginning of higher education with the permanence of first-year students in university. <strong>Method:</strong> This research is quantitative, longitudinal, non-experimental, with a descriptive and correlational scope. The study is based on a census and the analyzed population is made up of 15710 first-year students from a private Peruvian university. Statistics, such as Chi Square, were used to determine the association or independence of two quantitative variables with a 5% degree of significance. The effect was measured using the V-Cramer statistic. <strong>Results:</strong> In the seven-year period analyzed there is a statistically significant difference in the student permanence variable in favor of the group of students who attended the transition program.<strong> Discussion:</strong> These findings confirm that it can be stated that transition programs of academic nature contribute to the permanence of university students</p>2024-02-07T00:00:00+00:00Copyright (c) 2024 Héctor Viale-Tudela, Enit Huamán-Cotrina, Reyna Rojashttps://revistas.upc.edu.pe/index.php/docencia/article/view/1816 What is the applicability of the DigComp Edu Framework for online higher education? A study with Portuguese teachers2023-05-09T16:36:27+00:00Cassio Santoscassiosantos@edu.ulisboa.ptNeuza Pedronspedro@ie.ulisboa.pt<p><strong>Introduction:</strong> To ensure that Higher Education Institutions (HEIs) can face the challenges brought about, primarily, by technological changes, it is necessary that their teaching staff prove to have adequate levels of digital competence. But what digital competence do professors need to have? Does the European Framework for the Digital Competence of Educators (DigCompEdu)) reveal to be valid for the context of higher education, in particular, in the online modality? The present study seeks to establish an answer to these questions. <strong>Method:</strong> The qualitative methodological approach was adopted and semi-structured interviews with Portuguese higher education professors was used as data collection strategy. The data were analysed through content analysis processes and presented using descriptive statistics. 22 professors who teach in online higher education participated in this study. Objective: To analyse the applicability of DigCompEdu with regard to teaching practices in the context of Online Higher Education. <strong>Results:</strong> The results indicate that DigCompEdu was considered “applicable” to online higher education, both globally and in the analysis carried out by area, ranging from “very applicable” to “applicable”. The analysis for each of the 22 competencies recorded less favourable results in competencies 6.4 “Responsible Use” and 6.5 “Problem Solving”, both contained in area 6. <strong>Discussion:</strong> The results point to the applicability of DigCompEdu in Online Higher Education</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Cassio Santos, Neuza Pedrohttps://revistas.upc.edu.pe/index.php/docencia/article/view/1589 Digital competence of higher education professors in the adequation of remote teaching2022-04-01T13:15:13+00:00Regiane Piontkewiczrpiontkewicz@gmail.comMaria do Carmo Duarte Freitasmcf@ufpr.brRicardo Mendes Juniorricardomendesjr@gmail.com<p><strong>Introduction:</strong> Adoption of remote teaching for the continuation of face-to-face classes during COVID-19 pandemic, urgently required the development of digital competences by academic community. <strong>Objective:</strong> analyze the digital competence of Brazilian higher education professors during the period of adaptation to remote teaching. <strong>Method:</strong> it is a survey with 322 Brazilian higher education professors. A questionnaire was applied to raise the professors’ perception about remote teaching, as well as to assess their digital competence. <strong>Results:</strong> digital competences that need to be better developed by professors are: adoption of information management strategies; development of tools for online assessments; and use of tools to promote gamification and collaborative learning. <strong>Discussion:</strong> the development of these digital competences helps in solving the problems with remote teaching. Professors who usually take courses and exchange experiences are the ones with a greater development of the analyzed digital skills.</p>2023-01-15T00:00:00+00:00Copyright (c) 2023 Regiane Piontkewicz, Maria do Carmo Duarte Freitas, Ricardo Mendes Juniorhttps://revistas.upc.edu.pe/index.php/docencia/article/view/1811Authentic assessment strategies in virtual and face-to-face higher education contexts. Experience for pre-service teacher education2023-05-20T21:28:35+00:00Claudia Fuenzalida Valdebenitocfuenzalid@uahurtato.clTatiana Cisternas Leóntcistern@uahurtado.clPaula Alarcón Muñozpalarcon@uahurtado.clPamela Giscard Sánchezpgiscard@uahurtado.clJeniffer Romero Pérezjeromero@uahurtado.cl<p><strong>Introduction:</strong> Research on learning evaluation in Higher Education has had a significant development seeking to modify its transmissive logic and incorporate current knowledge on training and learning of professional skills. <strong>Purpose:</strong> Analyze, implement, and suggest authentic assessment strategies at different levels of a pre-service teacher education program for use in face-to-face and virtual contexts. <strong>Method:</strong> Action research that takes place in a Chilean Jesuit university where authentic evaluation is promoted in its pedagogical model. The study has two stages: Diagnosis - questionnaire (N=102) and discussion group are applied to university students - Application of innovative evaluation strategies developed by university teachers between the first and fourth years of the program. <strong>Results:</strong> Students and teachers suggest improvements in instructions and correction criteria and in feedback and participation. Based on this, an innovative evaluation strategy is implemented in five key courses of the study plan. <strong>Discussion:</strong> Five key orientations are described to develop authentic evaluation strategies in university contexts and contribute to compliance with quality standards and criteria in higher education: contextualization; complex skills assessment; anticipate expected performances; promote evaluative judgment in the students themselves and plan forms of feedback.</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Claudia Fuenzalida Valdebenito, Tatiana Cisternas León, Paula Alarcón Muñoz, Pamela Giscard Sánchez, Jeniffer Romero Pérezhttps://revistas.upc.edu.pe/index.php/docencia/article/view/1863Working Conditions of Academics of a Mexican University2023-08-25T15:12:29+00:00Ana Hirsch-Adler anaha007@yahoo.com.mxDouglas Izarra-Vielmaizarravielma@gmail.com<p><strong>Introduction:</strong> Academics participate in various evaluation processes of their work and receive multiple demands from the universities and from society. This fact impacts the working conditions of posgraduate teachers and researchers. In the context of the Applied Ethics and Education Project, a question was included: What are the main working conditions needed to have an adequate environment for research? <strong>Purpose:</strong> Analyze the answers obtained and compare them with the results of a previous research to identify changes that have occurred in recent years. <strong>Method:</strong> It is a descriptive and interpretative study that used Qualitative Content Analysis, and in which 291 postgraduate educators from a public Mexican university participated. <strong>Results:</strong> They refer to the infrastructure and resources, having adequate and fair working circumstances for the professional group, and the need for a favorable environment of freedom and respect for the members of the community. <strong>Discussion:</strong> The results obtained and their comparison with previous research and other studies show that the difficulties to develop an autonomous professional practice are increasingly evident, especially for the new generations of university professors.</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Ana Hirsch-Adler , Douglas Izarra-Vielmahttps://revistas.upc.edu.pe/index.php/docencia/article/view/1790 A bibliometric review of the STEAM approach in university education 2010-20222023-03-31T19:03:29+00:00Calixto Tapullima-Moricalixtotapullima01@gmail.comSandra Lucero Pizzán-Tomanguillosandra.pizzan@unmsm.edu.peNieves del Pilar Pizzán-Tomanguillonievesdelpilarpizzan1993@gmail.comLorena Rocío Gómez Sangamalorena.rocio14@gmail.comMiriam Vázquez Sánchezsanchezmiriam196@gmail.comMilagros Iñipe Cachaymilagrosinipe@gmail.com<p><strong>Introduction:</strong> The present study sought to explore and characterize the scientific production of the STEAM approach in university education.<strong> Method:</strong> The bibliometric design study that analyzed the SCOPUS database, used the VOSviewer program, analyze search and the PRISMA methodology. <strong>Results:</strong> The STEAM approach has been developed in the field of university education since 2010; however, its continuity between 2012 and 2014 was affected. Countries such as the United States and Spain are leaders in scientific production in high-impact journals (Q1); in addition, the results reflect the adequate applicability of the STEAM approach in the university context. <strong>Discussion:</strong> The studios pose a marked line of studies such as social sciences and engineering, as it allows the development of diverse skills in the students and promotes the solution of conflicts and innovation; however, the results must be analyzed with caution.</p>2023-01-15T00:00:00+00:00Copyright (c) 2023 Calixto Tapullima-Mori, Sandra Lucero Pizzán-Tomanguillo, Nieves del Pilar Pizzán-Tomanguillo, Lorena Rocío Gómez Sangama, Miriam Vázquez Sánchez, Milagros Iñipe Cachayhttps://revistas.upc.edu.pe/index.php/docencia/article/view/1826Study Habits and university academic performance. The predictive power of on-line exams2023-06-02T09:05:16+00:00Carlos Gamero-Buróngamero@uma.es<p><strong>Introduction:</strong> The adoption of efficient study habits is of great importance to achieve academic success in an increasingly demanding educational landscape. <strong>Objective:</strong> The relationship between study habits and academic performance among university students has been investigated. <strong>Method:</strong> The behavior of students regarding on-line tests has been taken as an indicator of study habits. From a stratified sampling, a random sample composed of 160 students enrolled in two first-year groups of the Degree in Business Administration and Management (ADE) at the University of Malaga has been obtained. Several quantitative analysis techniques are applied: descriptive and inferential analysis based on the estimation of non linear and linear regression models. <strong>Results:</strong> The results obtained suggest that students who delay the time to answer these tests obtain worse grades in these tests and in future exams, a lower probability of taking the final exam of the subject, and worse grades in this last exam. <strong>Discussion:</strong> The set of evidence obtained highlights the concern for the study habits adopted by higher education students. To a large extent, the achievement of the objective pursued by investment in education can be compromised if students do not adopt study strategies that allow them to achieve the goals and achievements established in the programs of the subjects studied. The adoption of inadequate learning strategies can short-circuit the line that links such investment with school performance.</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Carlos Gamero-Burónhttps://revistas.upc.edu.pe/index.php/docencia/article/view/1663 Daytime sleepiness, sleep time and social jetlag in undergraduate students2023-04-25T01:41:06+00:00Ana Karen Morales-Sánchezkarenmorale@gmail.comFerran Padrós-Blázquezfpadros@umich.mxErwin Rogelio Villuendas-Gonzálezerwin.villuendas@umich.mx<p>Introduction: Daytime sleepiness has been associated with several factors such as sleep quality, sleep hours and regularity. However, daytime sleepiness studies seldomly consider activity as a relevant variable (comparing working days vs. weekends). Aim: To study the relationship between sleeping hours, social jetlag and daytime sleepiness in undergraduate students. Methods: Participants responded to an online questionnaire, in order to gather sleep hours and daytime sleepiness (using the Epworth Scale). Results: Significant differences were observed in sleep hours during working days and weekends (t(<sub>225</sub>) = 13.660; p < .001; d = 1.05) as well as negative correlations between daytime sleepiness and <br />sleep hours. Discussion: Further studies are needed with <br />a more thorough variable control, considering study areas as well as chronotypes.</p>2023-01-15T00:00:00+00:00Copyright (c) 2023 Ana Karen Morales-Sánchez, Ferran Padrós-Blázquez, Erwin Rogelio Villuendas-Gonzálezhttps://revistas.upc.edu.pe/index.php/docencia/article/view/1833Learning styles in relation to academic performance in virtual modality of students of careers in the health area2023-06-30T07:33:58+00:00Ángela Astudillo-Arayaaastudil@ubiobio.clMarcela Espinoza-Espinozamgespinoza@ubiobio.clBraulio Sandoval-Contrerasbsandoval.metodologia@gmail.com<p><strong>Introduction:</strong> The COVID-19 pandemic has forced the adaptation of pedagogical processes, arising the necessity of adapt learning-teaching strategies. <strong>Objective:</strong> Identify the learning styles among the health area students of Bío-Bío University for virtual education in the COVID-19 pandemic context. <strong>Method:</strong> Through a stratified random sampling 409 students from the Nutrition and Dietetic, Nursing and Phonoaudiology career. The instrument used for determining the students learning style was “CHAEA-32”. Additionally, a questionnaire was applied for the sociodemographic characterization. <strong>Results:</strong> The most frequent learning style among students was the Reflector (37.7%), followed by the Theorist (24.4%), the Activist (16.4%), Pragmatist (11.7%), and the Undefined (9.8%). There is no significant relation between learning styles,</p> <p>the variables “academic performance” and “sex”, but with the “present year career”, there is only a significant relation with the theorist and reflector style. Discussion: It is rewarding that the most frequent learning style be the reflector, as it is observed in face-to-face classes, the students show to be analytical, careful, watchful, in relation with the health area student profile. The results suggest the replicability in virtual context of some strategies used in face-to-face classes.</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Ángela Astudillo-Araya, Marcela Espinoza-Espinoza, Braulio Sandoval-Contrerashttps://revistas.upc.edu.pe/index.php/docencia/article/view/1814Central and attributional models of student perception of teaching and their learning2023-05-05T17:05:09+00:00Cáceres-Bauer Cáceres-Bauerrcaceresb@gmail.comPilar Cecilia Rodríguez-Moralesrevistaridu@gmail.comMarío Javier Luzardo-Verderevistaridu@gmail.com<p><strong>Introduction:</strong> The central model of student perceptions presented, offering a general characterization of their perception and its role in the relationship between teaching, learning and context, from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner’s attributional theory. <strong>Background:</strong> The theoretical contribution made is based on the analysis of the student’s perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation, and a substantive approach to construct validity. <strong>Discussion:</strong> The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation.</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Roberto Daniel Cáceres-Bauer, Pilar Cecilia Rodríguez-Morales, Marío Javier Luzardo-Verdehttps://revistas.upc.edu.pe/index.php/docencia/article/view/1934Editorial2024-02-06T23:53:53+00:00Jossue Correa-Rojasrevistaridu@gmail.com<p>The use of technologies has become important in different areas of life. Studies show the impact of technological development in higher education, becoming a tool that helps teaching and learning (Arellanos-Carrión, 2023; Nivela-Cornejo et al., 2021). In this regard, the Information System on Educational Trends in Latin America (SITEAL) (2022) issued a report mentioning that the region is implementing a process of integration of information and communication technologies (ICT) in the educational systems of each country, which evidences the impact of technologies in the educational sector.</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Jossue Correa-Rojashttps://revistas.upc.edu.pe/index.php/docencia/article/view/1801 Leadership skills development in medical student education: systematic review2023-03-31T23:20:59+00:00Warner Ruiz-Chaveswruiz@uned.ac.crFernando Zeledón-Sánchezrevistaridu@gmail.com<p>Introduction: The training in leadership skills by the medical student body is a topic increasingly addressed by virtue of the need for this professional to respond to the changing circumstances of their environment, there are different experiences at the research level that are outlined in this manuscript; therefore, it was proposed to analyze the thematic and/or research trends on the development of leadership skills in undergraduate and postgraduate training of the medical person during the years 2018 and 2023 to join this area of knowledge. Background: The systematic review included the electronic databases Scopus, Education Research Complete, PubMed and Web of Science, using the PRISMA methodology, so that they meet a series of indicators for reviews of this type. Discussion: Three thematic and/or research areas were identified: development of leadership skills in students, development of educational programs and projects and, finally, studies by gender.</p>2024-01-15T00:00:00+00:00Copyright (c) 2024 Warner Ruiz-Chaves, Fernando Zeledón-Sánchez