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[EN] Students' approach to leraning influences students' attitudes towards a subject. This approach can be classified as deep or surface, indicating students' motivation for a subject. The R-SPQ-2F questionnaire can be used to evaluate the learning approach. This work assessed the learning approach in students in a first year Bacheloor’s degree subject and students in a second year master's degree subject during several academic courses. The results showed a high deep approach to learning in both subjects, albeit greater in the degree than in the master's degree. The approach was not affected by the academic year or the student's gender, but it was affected by the language of instruction. Differences between subjects could be explained by the age of the students or by their university experience that leads them to take a more strategic approach, but without becoming superficial., [ES] El enfoque de aprendizaje de los alumnos influye en la actitud de los estudiantes al iniciar una asignatura. Este enfoque se puede clasificar como profundo o superficial, lo que indica la motivación del alumnado respecto a una asignatura. El cuestionario R-SPQ-2F se puede utilizar para evaluar el enfoque de aprendizaje. En el presente trabajo se evaluó el enfoque de aprendizaje en alumnos de una asignatura de primer curso de grado y alumnos de una asignatura de segundo curso de máster durante varios cursos académicos. Los resultados mostraron un elevado enfoque de aprendizaje profundo en ambas asignaturas, aunque mayor en el grado que en el máster. El enfoque no se vio afectado por el curso académico ni por el género del estudiante, pero sí por el idioma de impartición. Las diferencias entre asignaturas podrían explicarse por la edad del alumnado o por su experiencia universitaria que le lleve a tomar un enfoque más estratégico, pero sin llegar a ser superficial., La publicación de este trabajo ha sido parcialmente financiada por un proyecto de innovación educativa (PIME/19-20/168) concedido por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècncia de València (UPV). También los autores agradecen el apoyo dado por el Instituto de Ciencias de la Educación (ICE) de la UPV.

[EN] Student learning approach can change due to different factors than can classified as contextual, perceived, or personal. The contextual factors can include the type of studies, institutional setting, assessment, or classroom activities, subject or course where the subject is framed. Students can choose between a deep approach, where meaning and comprehension is sought, or a surface approach, with lack of personal connection and reflection, use of memory and minimum effort. Assessment of the learning approach can help to select the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and to maximize their learning process. Some questionnaires have been developed to assess the student approach to learning of the student, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of the Biotechnology degree were assessed with the R-SPQ-2F questionnaire for their student approach to learning in one subject of first course (2018-19). The same students were assessed in the following year (2019-20) in another subject of second course. Results allowed the validation of the reliability of the questionnaire for the main scales of the questionnaire but no for the subscales. Differences were recorded according to the subject for the deep approach but not for the surface approach. No differences were observed according to the language used as medium of instruction and differences regarding gender were observed for the surface approach. On student basis, deep approach decreased from first-course subject to second- course subject while surface approach increased, but some students showed the opposite behaviour. Results showed that students can vary their student approach to learning according to the subject., The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).

[EN] Student approach to learning can vary between students depending on different factors. Those factors can be classified as contextual, perceived or student factors. Contextual factors are the type of studies, the subject, the classroom activities or the assessment system among others. Some of those factors are in the teacher domain and can be modified to influence student approach to learning. In the present study, the R-SPQ-2F questionnaire was completed by freshmen students of Biotechnology degree at the beginning and the end of a General Genetics subject. The students showed a higher deep approach than surface approach and differences were observed depending on year, gender and language used as medium of instruction. Pre- and post-test comparison showed no variation in deep approach while a slight increase in surface approach. The item reliability of the questionnaire was high, and correlations were found between the main scales and secondary subscales. The methodology, classroom activities and assessment system used in the subject seem to maintain the initial interest of the students in the subject but more studies should be made to get more involvement of the students in their own learning and improve their results., The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).

[EN] In higher education, where students are able to choose the seating position from where they are attending their lectures, the seating choice becomes an interesting, and curious, matter of research. Up to date, most of the published works have related the position in class to the academic performance, measured mainly through grades. The interest of this contribution relies in the use of the student approach to learning of each student ¿classified as Deep Approach or Surface Approach, measured using the Biggs¿ R-SPQ-2F questionnaire- as possible explanatory variable for their most frequent seating position. A correlation analysis allows to state if there is any relationship between these elements. A sample of students from first year of the Degree in Biotechnology at Universitat Politècnica de València was gathered to assess this relationship. Their most frequent position in class was determined by a series of pictures that were taken throughout the course and the student approach to learning was assessed at the beginning of the term with the R-SPQ-2F questionnaire. Results can provide instructors with some guidelines to address their attention and intention in-class activities to the groups that they target., The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).

[EN] Teaching environment is one of the contextual factors that influence the student approach to learning, apart from perceived or student factors. Contextual factors can be in teachers¿ domain, who have the possibility to modify them in an attempt to promote deep student approach to learning. This approach is more related to a better academic performance of the student in opposition to surface approach to learning. Classroom activities and assessment system are among the factors mainly determined by the teachers of the subject. In the present study, the student approach to learning of student of a second-year master subject was determined using the R-SPQ-2F questionnaire at the beginning and at the end of the subject, during two different years. The main scales and subscales of the questionnaire were analysed, and gender and teaching and assessment system were used as variables that can influence the modification of student approach to learning. Results showed an improvement of deep student approach, while no modifications were made in the surface approach to learning. These results can indicate that teaching and assessment activities used in this subject promote a deeper approach to learning and can give guidelines to teachers to improve their performance in the classroom., The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).

La reducción de la presencialidad del alumno en el aula es uno de los cambios en los que se encuentran inmersos profesorado y alumnado como consecuencia de la adaptación al Espacio Europeo de Educación Superior. Por ello, es imprescindible proporcionar al alumno herramientas que le faciliten el aprendizaje autónomo. Conocer el estilo de aprendizaje de los estudiantes ayuda a optimizar los recursos que mejor incentiven el proceso de enseñanza-aprendizaje. El objetivo de la investigación realizada es describir el estilo de aprendizaje de estudiantes procedentes de diversas titulaciones universitarias relacionadas con “Ciencias de la Vida” en la Universitat Politècnica de València. Para ello durante el curso 2010-2011 se realizaron un total de 313 encuestas, según el modelo de Felder y Silverman, que consta de 44 preguntas que examinan cuatro dimensiones del estilo de aprendizaje. Además, los alumnos se autoevaluaron para cada dimensión. El perfil más habitual del estudiante se caracteriza por ser activo, sensorial, visual y secuencial. Los estudiantes supieron autoevaluar su capacidad activo-reflexivo, visual-verbal y secuencial-global. A pesar de no existir una correlación entre el rendimiento académico y el estilo de aprendizaje, los resultados obtenidos pueden ayudar a decidir el tipo de material docente a preparar para maximizar el aprendizaje significativo. SIN FINANCIACIÓN No data 2011