Learning to Learn in Spanish Universities: A Transversal Competence?

Learning to Learn in Spanish Universities: A Transversal Competence?

This study aims to understand how the “learning to learn” (LtL) competence is built into university curricula and the extent to which students are expected to learn to learn in college. We analyzed LtL components in the syllabi of Spanish universities, specifically in pedagogy and telecommunications...

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Prif Awduron: Moctezuma-Ramírez, Evelyn E., García-García, Fran J., Pérez-Pérez, Cruz, Escalante Ferrer, Ana Esther, Yurén, Teresa
Fformat: Online
Iaith:spa
Cyhoeddwyd: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2024
Mynediad Ar-lein:https://redie.uabc.mx/redie/article/view/4985
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id redie-article-4985
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spelling redie-article-49852024-08-06T16:14:09Z Learning to Learn in Spanish Universities: A Transversal Competence? Aprender a aprender en las universidades españolas, ¿una competencia transversal? Moctezuma-Ramírez, Evelyn E. García-García, Fran J. Pérez-Pérez, Cruz Escalante Ferrer, Ana Esther Yurén, Teresa aprender a aprender competencias desarrollo de las habilidades educación superior learning to learn competencies skills development higher education This study aims to understand how the “learning to learn” (LtL) competence is built into university curricula and the extent to which students are expected to learn to learn in college. We analyzed LtL components in the syllabi of Spanish universities, specifically in pedagogy and telecommunications engineering degrees, reviewing a total of 20,321 competencies set out to be developed over 228,000 hours of instruction. A theoretical model was employed to detect these components and we analyzed their association with disciplinary and transversal competencies. The results show an intention to teach LtL for the discipline and not simply as a transversal competence. We also observed a greater emphasis on information processing than on collaborative learning and motivation. We discuss the theoretical implications of this competence and how it can be transferred between disciplines in higher education. El objetivo de este estudio fue conocer cómo se programa la competencia “Aprender a aprender” (AaA) en el currículum universitario y en qué medida se prevé que los estudiantes aprendan a aprender en la universidad. Se analizaron los componentes de AaA en los programas docentes de las universidades españolas, específicamente en las titulaciones de Pedagogía e Ingeniería en Telecomunicaciones. Se revisaron 20 321 competencias programadas para desarrollar a lo largo de 228 000 horas de formación. Se utilizó un modelo teórico para detectar la presencia de los componentes y se analizó su relación con las competencias disciplinares y transversales. Los resultados muestran la intención de enseñar a aprender para la disciplina, no sólo en sentido transversal; además, se observó un mayor peso al procesamiento de la información que al aprendizaje colaborativo y a la motivación. Se discuten las implicaciones teóricas de esta competencia y su transferencia entre disciplinas en educación superior. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2024-06-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Spanish "texto" text/html application/pdf text/xml application/epub+zip audio/mpeg https://redie.uabc.mx/redie/article/view/4985 10.24320/redie.2024.26.e09.4985 Revista Electrónica de Investigación Educativa; Vol. 26 (2024); 1-17 Revista Electrónica de Investigación Educativa; Vol. 26 (2024); 1-17 1607-4041 spa https://redie.uabc.mx/redie/article/view/4985/2534 https://redie.uabc.mx/redie/article/view/4985/2536 https://redie.uabc.mx/redie/article/view/4985/2544 https://redie.uabc.mx/redie/article/view/4985/2547 https://redie.uabc.mx/redie/article/view/4985/2535 Derechos de autor 2024 Evelyn E. Moctezuma-Ramírez, Fran J. García-García, Cruz Pérez-Pérez, Ana Esther Escalante Ferrer, Teresa Yurén https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Moctezuma-Ramírez, Evelyn E.
García-García, Fran J.
Pérez-Pérez, Cruz
Escalante Ferrer, Ana Esther
Yurén, Teresa
spellingShingle Moctezuma-Ramírez, Evelyn E.
García-García, Fran J.
Pérez-Pérez, Cruz
Escalante Ferrer, Ana Esther
Yurén, Teresa
Learning to Learn in Spanish Universities: A Transversal Competence?
author_facet Moctezuma-Ramírez, Evelyn E.
García-García, Fran J.
Pérez-Pérez, Cruz
Escalante Ferrer, Ana Esther
Yurén, Teresa
author_sort Moctezuma-Ramírez, Evelyn E.
title Learning to Learn in Spanish Universities: A Transversal Competence?
title_short Learning to Learn in Spanish Universities: A Transversal Competence?
title_full Learning to Learn in Spanish Universities: A Transversal Competence?
title_fullStr Learning to Learn in Spanish Universities: A Transversal Competence?
title_full_unstemmed Learning to Learn in Spanish Universities: A Transversal Competence?
title_sort learning to learn in spanish universities: a transversal competence?
description This study aims to understand how the “learning to learn” (LtL) competence is built into university curricula and the extent to which students are expected to learn to learn in college. We analyzed LtL components in the syllabi of Spanish universities, specifically in pedagogy and telecommunications engineering degrees, reviewing a total of 20,321 competencies set out to be developed over 228,000 hours of instruction. A theoretical model was employed to detect these components and we analyzed their association with disciplinary and transversal competencies. The results show an intention to teach LtL for the discipline and not simply as a transversal competence. We also observed a greater emphasis on information processing than on collaborative learning and motivation. We discuss the theoretical implications of this competence and how it can be transferred between disciplines in higher education.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2024
url https://redie.uabc.mx/redie/article/view/4985
_version_ 1808123077161123840

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