Publication: Adaptación de una asignatura metodológica de Psicología al Espacio Europeo de Educación Superior: percepción discente acerca de la innovación docente
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2012
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Universidad de Barcelona
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Abstract
En este artículo se describe el modelo de innovación docente de Diseños Experimentales y Aplicados (DEIA), una asignatura metodológica de Psicología adaptada al Espacio Europeo de Educación Superior (EEES). El objetivo del estudio consiste en aprobar una adaptación del cuestionario Evaluación del Modelo de Innovación Docente (EMID) a la presente propuesta Europea (EMIDE) para conocer la valoración del alumnado en relación con nuestro modelo, así como estimar la adecuación de carga de trabajo prescrita. El hecho de que 270 estudiantes de DEIA completaran el EMIDE demuestra una adecuada validez factorial y un alto grado de fiabilidad. Según este estudio, los estudiantes perciben positivamente la innovación docente europea, y, en relación con la percepción de comprensión, señalan elementos relevantes a la hora de asimilar los contenidos necesarios para superar la materia, así como algunos elementos relacionados con el Campus Virtual y la semipresencialidad. La satisfacción del alumnado en relación con la propuesta parece estar más asociada a la estrategia semipresencial y al Campus Virtual, considerados como elementos innovadores en la enseñanza de la materia. Por último, se ha percibido un nivel de dedicación del estudiante menor del que se esperaba, concretamente en cuanto a las clases presenciales y al tiempo dedicado al estudio autónomo. Del estudio se concluye que es necesaria más investigación empírica para conocer los hallazgos relacionados con las adaptaciones que se están realizando de las asignaturas universitarias al EEES.
We describe the teaching innovation model used in Experimental and Applied Research Designs, a methodological course adapted to the European Higher Education Area (EHEA) and offered as part of the psychology degree. The aim is to validate a version of the Evaluation of the Teaching Innovation Model questionnaire adapted to the present European guidelines, in order to assess the students’ opinions of the model and to evaluate the workload. Two hundred and seventy undergraduate students on this course completed the adapted questionnaire, which showed a suitable factorial validity and reliability. The students expressed a positive perception of European teaching innovation. In relation to the perception of their understanding of the subject, the main factors affecting their satisfaction with the model seem to be the blended learning strategy and the virtual campus, which are considered as innovative improvements. Finally, the students’ perception of the time devoted to study was lower than expected, specifically with regard to face-to-face classes and autonomous study. We conclude that more empirical research is needed to assess the results of the adaptations to the EHEA currently being introduced in university courses
We describe the teaching innovation model used in Experimental and Applied Research Designs, a methodological course adapted to the European Higher Education Area (EHEA) and offered as part of the psychology degree. The aim is to validate a version of the Evaluation of the Teaching Innovation Model questionnaire adapted to the present European guidelines, in order to assess the students’ opinions of the model and to evaluate the workload. Two hundred and seventy undergraduate students on this course completed the adapted questionnaire, which showed a suitable factorial validity and reliability. The students expressed a positive perception of European teaching innovation. In relation to the perception of their understanding of the subject, the main factors affecting their satisfaction with the model seem to be the blended learning strategy and the virtual campus, which are considered as innovative improvements. Finally, the students’ perception of the time devoted to study was lower than expected, specifically with regard to face-to-face classes and autonomous study. We conclude that more empirical research is needed to assess the results of the adaptations to the EHEA currently being introduced in university courses