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The aim of this study was to explain the perceptions of university students and professors regarding the "learning to learn" approach. We set up focus groups with both collectives, using the GIPU-EA model as it was operative and integrative enough to permit systematization of the coding. We analyzed maturity and density and computed an intra-dimensional coherence score. The results showed two different profiles in perceiving "learning to learn"; one matching the professors and the other the students. The implications for university teaching were discussed at the end of the paper, together with the limitations of the results we found. [ABSTRACT FROM AUTHOR]

The findings from a paper-based review of the joint participation of professors and librarians in the development of informational skills of university students are described in this paper. Likewise, the differences regarding how both of them recognize the concept of "informational competencies" are presented. For such research, a comprehensive review of the related literature was carried out and the retrieved documents published in relation to previously established topics, especially in Mexico and Latin America, were analyzed too. The literature highlights the collaboration professor-librarian and its impact in student's learning, nonetheless, one factor stands out in the results of the research, the papers published by faculty members reporting their experiences on the topic are minimum, librarians are the big contributors. This study is framed in a research carried out for obtaining a Ph.D. degree. [ABSTRACT FROM AUTHOR]

Introduction: In 2006, the Nursing School of the University of Chile began changing the teaching plan from a learning objective syllabus to one based on competencies; this implementation began in 2013. Objective: This paper aims to present a summary of a research carried out from 2010 to 2013 by the syllabus innovation commission of the Nursing School from the University of Chile in order to implement a syllabus based on competencies Methodology: It presents the different phases that require the integration of different actors, per se; the academic school staff, external teachers to it, employers, graduates and students from the nursing program as well. Conclusions: This experience allowed thinking about some of the paradigm changes required in this process, such as the student at the learning center, with dynamic and proactive participation of them, the agreement on using a different language, with innovative methodologies that aim to a meaningful learning. [Silva-Galleguillos A. Training by Competencies in Nursing. An Experience from the University of Chile. [ABSTRACT FROM AUTHOR]

The relevance of systematic study of students' prior knowledge in the area of mathematics on entering University is highlighted. The theory of learning proposed by Ausubel (1983) and some aspects presented by Lopez (2009) are taken as reference in the paper. They allow the structuring and describe students' prior knowledge in a systematic way and obtain information beyond the mere knowledge that learners have on the basic contents of Mathematics. For instance, this is true for the information related to their tastes and interests that would enable teachers to adjust teaching strategies to the needs and knowledge of the students. [ABSTRACT FROM AUTHOR]

This paper describes the main features about the concept of Learning Styles, highlighting contributions of the main models that define this concept; it shows the role of learning styles over academic performance focusing it towards the university population, which underlines the importance of the different styles used in the learning process, student's autonomy and the contributions to this learning process, which implies the understanding of how the student learns, this work also considers similarities and differences on the results of the research about Learning styles and its connection to the academic performance. [ABSTRACT FROM AUTHOR]

This research paper presents a study aimed to determine the relationship between learning styles and strategies in the Universidad de Sucre (Colombia) Health Science students. The learning style preference was identified using the Scale Learning Strategies for College Students (ACRA De la Fuente and Justicia-Justicia). The relation between variables was observed with the Pearson coefficient of interrelation (significancia p:0.05). Results showed independence between learning styles and learning strategies within this career. No direct correlation was found between a style and any specific strategy. [ABSTRACT FROM AUTHOR]

This paper examines the academic use made of the social networks by university students through a survey conducted among a representative sample of students at Universidad de Málaga (Spain) (n=938) and two discussion groups. Given that network consumption has profoundly penetrated the daily routines of the students, the vast communication possibilities of these channels could be considered for educational use in the future despite a predominance of entertainment-related use. We discuss the most suitable networks for academic use, which type of activities may be most widely accepted among the students and which social networking tools could be most useful for academic purposes. The results indicate that consumption of social networks in the student population surveyed is very high. In addition, the students show a favourable attitude to lecturers using social networks as an academic resource. However, the frequency of use of such networks for academic activities was rather low and, on average, the most frequently used academic activities are those initiated by the students themselves, such as answering queries among peers or doing coursework. The perceived low academic support on social networks may mean that lecturers take only limited advantage of their potential. [ABSTRACT FROM AUTHOR]

The aim of this paper is, on the one hand, to perform the Spanish adaptation of the Networked Minds Social Presence Measure (Harms & Biocca, 2004) with 36 items, and specifically, to virtual learning environments, and on the other hand, to obtain a shortened version of it. In doing so, the scale reliability was analyzed, exploratory and confirmatory factor analyzes were performed, and also the relationship between social presence and perceived learning was studied, by means of two cross-sectional samples of university students (n = 270 and 315, respectively). Results show good instrument reliability, reproduce the original scale factor structure, and confirm a positive relationship of social presence with perceived learning. The adapted scale was reduced to 17 items. This allows us to have a shorter instrument which is adapted to the measure of social presence in virtual learning environments. [ABSTRACT FROM AUTHOR]

This paper reviews the findings of a master's thesis directed by Dr. Edith Litwin called "Learning in Alto Valle de Rio Negro and Neuquén High Schools in the opinion of college students from the Universidad National of Comahue". The students interviewed studied in high school during from 2000 to 2005. From cognitive and constructivist approaches to socio-cognitive learning, we carried out research into the significance of advanced university students' learning in high school. We focus on narratives related to: What aspects of learning practice in high schools students recover as its constitutive part? What projection value do they assign to acquired learning? We interpreted the significance of the history of learning practice in High School, the formats of interaction between this practice and teaching practice, the link between learning practice and the institutional environment. [ABSTRACT FROM AUTHOR]

This paper expresses part of the results of the investigation project (CIUNTR-401) "A pending matter: studies on the impact of the training model in Biology (joint UNT-Middle school) in the university students' academic performance. Part II". The goal of this study is to learn about the most frequent motivations and learning strategies of the first-year Odontology students. The instrument used to gather data is the Study and Learning Processes Evaluation Questionnaire. It was used individually and collectively in 98 voluntary students. The analysis of the results makes possible to evaluate the learning approaches adopted by a university student in his or hers study process. We found the predominance of students with a superficial approach (57/98) that show themselves to be extrinsically motivated; that nevertheless use both memory and comprehension learning strategies. A 25% of the students adopt a profound approach and 9% fit in neither of the mentioned categories. These learning characteristics provides us with important keys to understand the peculiarities of the academic learning of the students in question. The results suggest the need of continuing our studies in this line of research. [ABSTRACT FROM AUTHOR]

This paper approaches the most outstanding aspects of the model for the development of the Academic Administration (methodological work and formation for the teaching) of the Educational Learning Process in the Superior Education, sustained in the Information and the Communications Technologies (TIC). The use of the Information and the Communications Technologies in the Academic Administration, they facilitate the integration of resources, fellows and institutions to solve common problems, that which contributes to the improvement of the Educational Learning Process and therefore, to put it to tone with the current demands of the formation of university students in the current society of the information and the knowledge. [ABSTRACT FROM AUTHOR]

The paper presents the results reached in an investigation guided to determine a pedagogic model, sustained on contemporary theoretical and scientific bases scientists that it contributes from the academic to the development of the value professional responsibility, creativity and environmental care in university students of Technical Sciences. This model has been applied successfully in subjects and disciplines that are imparted in the Polytechnic Superior Institute José Antonio Echeverría from Cuba and for its generalize character it is possible to apply it in other university specialties, provided it is adapted to the peculiar characteristics of the different areas of the knowledge. [ABSTRACT FROM AUTHOR]

Knowledge of the atomic structure is fundamental in order to understand the behaviour of materials; for this reason, the curricula of introductory courses to engineering generally include subjects regarding such knowledge. Teaching and learning of atomic models entail a large number of problems, as shown by research works that have been carried out, aimed at finding alternatives to solve such problems. Based on a critical assessment of the results of research works taken as a basis for this paper, a proposal for the teaching and learning of atomic models was designed; it is based on the theoretical foundations of the didactics of experimental sciences and was carried out with first semester students of the engineering programs. The didactic and pedagogic strategies included in the proposal aimed at helping the students to achieve a conceptual, methodological and axiological change which would lead them to build up their mental models of the atom in such a way that they were in accordance with the admissible mental rigor for engineering programs and with scientific atomic models. Also, it was expected that the students would develop explanations on materials behaviour, conceptually and methodologically based on the atomic models that they had rebuilt. The results gained with the instruments that were designed to give judgement on the learning results that were produced, contrasted positively with the formulated hypotheses as a good number of the students involved were successful in achieving the objectives. Likewise, most students acknowledged the importance of learning these subjects in order to build up their knowledge of materials, whose significance in their professional formation is widely recognized. [ABSTRACT FROM AUTHOR]

In the pedagogic field, we understand teacher training as a continuous, permanent, systematic and organized process in which teaching and learning practices are articulated and oriented towards the teacher trainee. This in-training subject internalizes, in the teacher training stages: school biography and initial preparation, pedagogic models that implicitly support her or his future teaching practices on the basis of the social representations that she or he individually or collectively constructs. Likewise, as regards the lecturer at the professional socialization phase, the social representations of teaching practices act implicitly as a referential framework that guides her or his thinking and behavior. These representations refer to pedagogic models that constitute particular forms of interrelations between pedagogic indicators which give a foundation to her or his teaching practices. From this perspective, as social agents involved in this teaching process, we set up as this present paper objective the analysis the social representations of university students and lecturers in the teacher training program for Juridical, Political and Social Sciences and their correspondence to the diverse pedagogical models which are current in the teacher training process. We consider this analysis important for the students who, supported by a metacognitive process of the didactic-pedagogic training offered in the teacher training university programs, could note which pedagogic perspective supports their theory and future teaching practice. Also, finding out how teachers give shape in their professional practices to pedagogic models which are build up along the learning process will be the initial approach to propose instances of reflection about this matter. [ABSTRACT FROM AUTHOR]