Tendencias actuales, retos y oportunidades de los procesos de aprendizaje universitario aplicados a las ciencias forestales

Current Trends, Challenges and Opportunities of University Learning Processes Applied to Forest Sciences

  • Juan Carlos Valverde Universidad de Concepción https://orcid.org/0000-0002-3181-1346
  • Mariela Romero-Zúiga Editorial Tecnológica de Costa Rica. Tecnológico de Costa Rica. Cartago, Costa Rica https://orcid.org/0000-0002-9801-9409
  • Lupita Vargas-Fonsceca Escuela de Ingeniería Forestal, Tecnológico de Costa Rica. Cartago, Costa Rica.
Palabras clave: learning, knowledge, soft skills, learning curve, forestry (en_US)
Palabras clave: aprendizaje, conocimiento, habilidades blandas, curva de aprendizaje, forestal (es_ES)

Resumen (es_ES)

En las últimas décadas la introducción de nuevas tecnologías, técnicas de aprendizaje y métodos de enseñanza ha incidido en la simplificación del entendimiento de conceptos. La facilidad para encontrar información mediante fuentes de internet, redes sociales y medios interactivos ha generado el reforzamiento en los sistemas de aprendizaje dinámicos, en especial a nivel universitario. En el presente trabajo se estableció como objetivo analizar las tendencias de aprendizaje puestas en marcha en la  educación superior, así como los retos y potenciales cambios que se deben considerar en próximos años con el fin de mejorar el aprendizaje y el incremento de conocimiento en estudiantes universitarios de Ciencias Forestales. Mediante una revisión bibliográfica se tuvieron en cuenta teorías psicológicas conductistas y cognitivas; además, se analizaron las tendencias de tipos de aprendizaje, desde la alternativa tradicional (memorística) hasta otras más nuevas como la cooperativa, emocional y latente, que estimulan el desarrollo y el uso de habilidades blandas. Los resultados evidenciaron que actualmente las tendencias se mueven hacia aprendizajes teórico-prácticos en los cuales la parte emocional y experimental toma relevancia y mejora la interacción con la realidad social y el entorno cercano. Finalmente, se consideraron las perspectivas a largo plazo en las que la implementación de e-learning (combinación de redes sociales), programas, videos y equipos informáticos impulsen el empoderamiento del nuevo conocimiento.

Resumen (en_US)

In the last decades, the introduction of new technologies, learning techniques and teaching methods has had an impact on simplifying the understanding of concepts; the ease of finding information through Internet sources, social networks and interactive media has generated reinforcement in dynamic learning systems, especially at the university level. The objective of this work was to analyze the learning trends implemented at the university level, as well as the challenges and potential changes that should be considered in coming years, to improve learning and increase knowledge in science university students. Forestry. Employing a bibliographic review, behavioral and cognitive psychological theories were taken into account; Also, trends in types of learning were analyzed, from the traditional alternative (memory) to newer ones such as cooperative, emotional and latent, which stimulate the development and use of soft skills. The results showed that currently, the trends are moving towards theoretical-practical learning in which the emotional and experimental part takes relevance and improves the interaction with social reality and the intimate environment. Finally, the long-term perspectives were considered in which the implementation of e-learning (the combination of social networks), programs, videos, and computer equipment promote the empowerment of new knowledge.

Descargas

La descarga de datos todavía no está disponible.

Referencias

Agudo-Peregrina, A., Iglesias-Pradas, S., Conde-González, M., Hernández-García, A. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in Human Behavior, 31, 542-550. https://doi.org/10.1016/j.chb.2013.05.031

Akkerman, S., Meijer, P. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319. https://doi.org/10.1016/j.tate.2010.08.013

Ali, M., Asadi, M., Gašević, J., Jovanovic, M., Hatala, M. (2013). Factors influencing beliefs for adoption of a learning analytic tool: An empirical study. Computers y Education, 62, 130-148. https://doi.org/10.1016/j.compedu.2012.10.023

Ameyaw, B., Arts, B., Wals, A. (2016). Challenges to responsible forest governance in Ghana and its implications for professional education. Forest Policy and Economics, 62, 78-87. https://doi.org/10.1016/j.forpol.2015.07.011

Arnold, K., Sclater, N. (2017). Student perceptions of their privacy in learning analytics applications. Proceedings of the seventh international learning analytics y knowledge conference, ACM, 66-69. https://doi.org/10.1145/3027385.3027392

Avella, J., Kebritchi, M., Nunn, S., Kanai, T. (2016). Learning analytics methods, benefits, and challenges in higher education: A systematic literature review. Online Learning, 20, 13-29. https://doi.org/10.24059/olj.v20i2.790

Badia, A., Becerril, L. (2016). Renaming teaching practice through teacher reflection using critical incidents on a virtual training course. Journal of Education for Teaching, 42, 224-238. https://doi.org/10.1080/02607476.2016.1143146

Badiaa, A., Chumpitaz-Campo, L. (2018). Teachers learn about student learning assessment through a teachereducation process. Studies in Educational Evaluation, 58, 1-8. https://doi.org/10.1016/j.stueduc.2018.05.004

Bailey, R., Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. Teaching in Higher Education , 15, 187-198. https://doi.org/10.1080/13562511003620019

Beck, C., Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. The Suny Press, New York , 1-6.

Boyle-Baise, M., Sleeter, C. (1998). Community service learning for multicultural teacher education. Education Resources Information Center, Washington, DC , 1-5.

Braithwaite, R., Corr, P. (2016). Hans Eysenck, education and the experimental approach: A meta-analysis of academic capabilities in university students. Personality and Individual Differences, 103, 163-171. https://doi.org/10.1016/j.paid.2016.03.040

Brayko, K. (2013). Community-based placements as contexts for disciplinary learning: A study of literacy teacher education outside of school. Journal of Teacher Education, 64, 47-59. https://doi.org/10.1177/0022487112458800

Broos, T., Verbert, K., Langie, G., Van Soom, C., De Laet, T. (2018). Multi-institutional positioning test feedback dashboard for aspiring students: Lessons learnt from a case study in flanders. Proceedings of the 8th international conference on learning analytics and knowledge, ACM, 51-55. https://doi.org/10.1145/3170358.3170419

Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69, 963–976. https://doi.org/10.1007/s10734-014-9816-z

Coffey, H. (2010). “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26, 335-342. https://doi.org/10.1016/j.tate.2009.09.014

Csikosova, A., Teplicka, K., Senova, A. (2012). Communication and Humanization of University Education Through E-Learning. Procedia - Social and Behavioral Sciences, 46, 2978-2982. https://doi.org/10.1016/j.sbspro.2012.05.600

Davin, K., Herazo, J., Sagre, A. (2017). Learning to mediate: Teacher appropriation of dynamic assessment. Language Teaching Research, 21(5), 632-651. https://doi.org/10.1177/1362168816654309

Dean, M., Levis, A. (2016). Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers. Physiotherapy, 102, 365-370. https://doi.org/10.1016/j.physio.2015.08.010

DeCuir-Gunby, J., Marshall, P., McCulloch, A. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136-155. https://doi.org/10.1177/1525822X10388468

Dlouhá, J., Huisingh, D., Barton, A. (2013). Learning networks in higher education: universities in search of making effective regional impacts. Journal of Cleaner Production, 49, 5-10. https://doi.org/10.1016/j.jclepro.2013.01.034

FAO. (2007). Learning for the future: forestry training and education. Rome, Italy. 13p.

Gabdulchakov, V. (2014). Personification of Multicultural Education in the Universities of Russia (Analysis of Training Specialists for Kindergartens). Procedia - Social and Behavioral Sciences, 146, 129-133. https://doi.org/10.1016/j.sbspro.2014.08.099

Gorgan, V. (2015). Requirement Analysis for a Higher Education Decision Support System. Evidence from a Romanian University. Procedia - Social and Behavioral Sciences, 197, 450-455. https://doi.org/10.1016/j.sbspro.2015.07.165

Gross, Z., Rutland, S. (2017). Experiential learning in informal educational settings. International Review of Education, 63, 1-8. https://doi.org/10.1007/s11159-017-9625-6

Guzman, M., Pirog, A., Jung, H. (2019). Cost of higher education: For-profit universities and online learning. The Social Science Journal, 1-9. https://doi.org/10.1016/j.soscij.2019.03.010

Hamidi, H., Chavoshi, A. (2018). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics, 35, 1053-1070. https://doi.org/10.1016/j.tele.2017.09.016

Hamidi, H., Jahanshaheefard, M. (2019). Essential factors for the application of education information system using mobile learning: A case study of students of the university of technology. Telematics and Informatics, 38, 207-224. https://doi.org/10.1016/j.tele.2018.10.002

Harfitta, G., Mei, J., Chowb, L. (2018). Transforming traditional models of initial teacher education through a mandatory experiential learning programme. Teaching and Teacher Education, 73, 120-129. https://doi.org/10.1016/j.tate.2018.03.021

Hernández, R. (2012). Does continuous assessment in higher education support student learning? Higher Education, 64(4), 489-502. https://doi.org/10.1007/s10734-012-9506-7

Hosseini, A. (2011). University student’s evaluation of creative education in universities and their impact on their learning. Procedia - Social and Behavioral Sciences, 15, 1806-1812. https://doi.org/10.1016/j.sbspro.2011.04.007

Klement, M. (2015). How to Educate University Students: Analysis of Students’ Attitudes to Forms, Methods, and Tools Applied within the Process of Education. Procedia Social and Behavioral Sciences, 203, 134-140. https://doi.org/10.1016/j.sbspro.2015.08.271

Klement, M., Chráska, M., Chrásková, M. (2015). The Use of the Semantic Differential Method in Identifying the Opininons Of University Students on Education Realized Through e-learning. Procedia - Social and Behavioral Sciences, 186, 1214-1223. https://doi.org/10.1016/j.sbspro.2015.04.165

Kovacova, M., Vackova, L. (2015). Cost of higher education: For-profit universities and online learning. The Social Science Journal, 1-8.

Leal Filho, Y., Raath, S., Lazzarini, B., Vargas, V., de Souza, L., Anholon, R., . . . Orlovic, V. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286-295. https://doi.org/10.1016/j.jclepro.2018.07.017

Leaman, L., Flanagan, H. (2013). Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking. Studying Teacher Education , 9, 45-61. https://doi.org/10.1080/17425964.2013.771573

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education? Assessment and Evaluation in Higher Education, 3, 311-321. https://doi.org/10.1080/0260293042000188267

Manţa, Şarlea, M., Vaidean, V. (2015). Comparative Analysis of University Education Systems from the Central and Eastern European Countries. Procedia Economics and Finance, 1276-1288. https://doi.org/10.1016/S2212-5671(15)01505-1

McDonald, M., Bowman, M., Brayko, K. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115, 1-35.

Mingazova, M. (2014). Modification of the Active Learning Methods in Environmental Education in Russian Universities. Procedia - Social and Behavioral Sciences, 131, 85-89. https://doi.org/10.1016/j.sbspro.2014.04.083

Monereo, C. W., Alvarez, I. (2013). Changing university teacher’s identity: Training based on dramatized incidents. Infancia y Aprendizaje, 36(3), 323-340. https://doi.org/10.1174/021037013807533043

Monereo, C., Weise, C., Alvarez. (2013). Cambiar la identidad docente en la universidad. Formación basada en incidents dramatizados. Journal for the Study of Education and Development, 36, 323-340. https://doi.org/10.1174/021037013807533043

Mork, O., Hansen, I., Strand, K., Giske, L., Kleppe, P. (2016). Manufacturing Education- Facilitating the Collaborative Learning Environment for Industry and University. Procedia CIRP, 54, 59-64. https://doi.org/10.1016/j.procir.2016.04.208

Muller, E., Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academic. Assessment y Evaluation in Higher Education, 266-288. https://doi.org/10.1080/02602938.2015.1103365

Nicol, D., Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218. https://doi.org/10.1080/03075070600572090

Postareffa, L., Virtanen, V., Katajavuoric, K., Lindblom-Ylännea, S. (2012). Academics’ conceptions of assessment and their assessment practices. Studies in Educational Evaluation, 38, 84-92. https://doi.org/10.1016/j.stueduc.2012.06.003

Putnam, R., Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. https://doi.org/10.3102/0013189X029001004

Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44, 127-135. https://doi.org/10.1016/j.futures.2011.09.005

Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16, 99-111. https://doi.org/10.1080/13562517.2010.507311

Šolc, M., Legemza, J., Sütőová, A., Girmanová, L. (2012). Experiences with Utilizing e-learning in Education Process in University Environment. Procedia - Social and Behavioral Sciences, 46, 5201-5205. https://doi.org/10.1016/j.sbspro.2012.06.409

Tsimane, T., Downing, C. (2020). Transformative learning in nursing education: A concept analysis. International Journal of Nursing Sciences, 7(19), 91-98. https://doi.org/10.1016/j.ijnss.2019.12.006

Tvenge, N., Ogorodnyk, O. (2018). Development of evaluation tools for learning factories in manufacturing education. Procedia Manufacturing, 23, 32-38. https://doi.org/10.1016/j.promfg.2018.03.157

Vanclay, J.K. (1996). The future of forestry education. Institute of Foresters of Australia Newsletter, 37(2), 2-6.

Viberga, O., Hatakkab, M., Bältera, O., Mavroudia, A. (2018). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89, 98-110. https://doi.org/10.1016/j.chb.2018.07.027

Warford, M. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 27(2), 252-258. https://doi.org/10.1016/j.tate.2010.08.008

Willamo, R., Helenius, L., Holmström, C., Haapanen, L., Kolehmainen, L. (2018). Learning how to understand complexity and deal with sustainability challenges – A framework for a comprehensive approach and its application in university education. Ecological Modelling, 370, 1-13. https://doi.org/10.1016/j.ecolmodel.2017.12.011

Zeichner, R. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61,89-99. https://doi.org/10.1177/0022487109347671

Zhang, Z., Cui, Q. (2018). Collaborative Learning in Higher Nursing Education: A Systematic Review. Journal of Professional Nursing, 35(5), 378-388. https://doi.org/10.1016/j.profnurs.2018.07.007

Cómo citar
Valverde, J. C., Romero-Zúiga, M., & Vargas-Fonsceca, L. (2020). Tendencias actuales, retos y oportunidades de los procesos de aprendizaje universitario aplicados a las ciencias forestales. Revista Científica, 39(3). https://doi.org/10.14483/23448350.16030
Publicado: 2020-09-01
Sección
Educación científica y tecnológica