La enseñanza de la competencia Aprender a Aprender en grados universitarios (Pedagogía y Educación social)

Bernardo Gargallo López; Fran J. Garcia-Garcia; Irene Verde Peleato; Gonzalo Almerich Cerveró

doi:10.30827/relieve.v30i2.29432

Authors

Bernardo Gargallo López University of Valencia https://orcid.org/0000-0002-2805-4129
Fran J. Garcia-Garcia University of Valencia https://orcid.org/0000-0002-6267-0080
Irene Verde Peleato University of Valencia
Gonzalo Almerich Cerveró University of Valencia https://orcid.org/0000-0002-8952-4104

DOI:

https://doi.org/10.30827/relieve.v30i2.29432

Keywords:

learning to learn, competency based education, higher education, educational programmes

Abstract

The Learning to Learn competence was proposed by the European Union (2006 and 2018) as a key competence for lifelong learning. Although it has been thought that learning to learn in pre-university training, there are studies that confirm that university students lack an adequate management of competence. In this work, an educational intervention program was applied to teach this competence in a subject of the degrees of Pedagogy and Social Education at the University of Valencia. The objective was to increase the level of management of this competence by the students. A pretest-posttest quasi-experimental design was used with a sample of 116 subjects belonging to 3 experimental groups and qualitative data were also collected. A training program integrated into the teaching dynamics of the subject was designed and applied with five sessions of around one hour in which processes and skills integrated into the competence were worked on: cognitive, metacognitive and ethical. The QELtLCUS questionnaire and a rubric developed ad hoc were used as measurement instruments. Contrasting data pretest-posttest, significant improvements were found in the scores of the questionnaire, in cognitive, metacognitive and ethical dimensions, and of the rubric related to the contents of the program, in the three dimensions worked on. The participating students valued also positively the program. The positive results confirm the effectiveness of the program and encourage us to continue in this way, with programs integrated into the subjects and using assessment instruments that include the assessment of the use of this competence in real tasks.

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Author Biographies

Bernardo Gargallo López, University of Valencia

Professor of Theory of Education at the University of Valencia. First National Prize for Educational Research in 2000 and 2002. His current line of research and the competitive projects he has directed are focused on teaching and learning at the university. He directs the GIPU-EA group. He has participated in 16 funded research projects, of which he has directed 11. He is an evaluator of national and regional agency research projects.

Fran J. Garcia-Garcia, University of Valencia

Assistant Professor at the Department of Educational Theory, University of Valencia, Spain. His work focuses on learning difficulties and processes, and his latest publications offer collaborative methods for addressing asynchronous online learning challenges among university students.

Irene Verde Peleato, University of Valencia

Permanent Professor at the Department of Education Theory at the University of Valencia. Diploma in Teaching; Degree in Pedagogy. Master's degree in Spanish as a foreign language (University of Southern California, USA). PhD in Pedagogy from the University of Valencia. Research track in topics of intercultural-bilingual education, learning strategies, development cooperation and creativity in education.

Gonzalo Almerich Cerveró, University of Valencia

Associate Professor in the Department of Research Methods and Diagnosis in Education at the University of Valencia. Doctor in Educational Sciences. His research career focuses on the integration of Information and Communication Technologies (ICT) in education, 21st century competences, student learning processes, educational measurement and educational research methodology. In 2004, he was awarded the National Prize for Educational Research by the Ministry of Education and Science for his research on the integration of ICT in education.

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