Content validation of the ‘learning to learn’ competence in undergraduate studies

• Garcia-Garcia, Fran J. ^[1] ; López-Francés, Inmaculada ^[1] ; Gargallo-López, Bernardo ^[1] ; Pérez-Pérez, Cruz ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, Vol. 40, Nº 2, 2022, págs. 513-530
• Idioma: inglés
• DOI: 10.6018/rie.466271
• Títulos paralelos:
  • Validación de contenido de la competencia “aprender a aprender” en los grados universitarios
• Enlaces
  • Texto completo
• Dialnet Métricas: 10 Citas
• Resumen
  • español

    El objetivo de este trabajo fue validar el contenido de la competencia "aprender a aprender" (AaA) en los grados universitarios. AaA va en la línea del paradigma del aprendizaje centrado en el estudiante y está en pleno corazón del Espacio Europeo de Educación Superior. Lamentablemente, la comunidad académica aún no ha llegado a un acuerdo sobre los contenidos que definen AaA y tampoco sobre unos estándares comunes para su evaluación. En busca de una solución a este problema, validamos el contenido de un modelo operativo sobre AaA pensado para estudiantes de grado. Cuatro tipos de informantes clave y un grupo de expertos participaron en el estudio. Los resultados revelaron un acuerdo sobre la relevancia de los contenidos para definir esta competencia. El análisis de tendencias mostró que los contenidos más tradicionales (cognición y metacognición) estaban más estrechamente asociados entre sí que el resto. Tras la validación de contenido, ajustamos el modelo inicial utilizando los datos cualitativos que los expertos proporcionaron. Se discuten los estándares de estabilidad, las limitaciones del modelo para validar su contenido y un factor ético emergente en el proceso de aprendizaje.

  • English

    This paper aims to validate the content of the ‘learning to learn’ competence (LTL) in undergraduate studies. LTL is in line with the Student-Centred Learning approach and is at the heart of the European Higher Education Area. Unfortunately, the academic community has not yet reached an agreement about the contents that define LTL, or common standards for assessments. While seeking a solution, we validated the content of one operative model of LTL for undergraduate students. Four types of key informants and a group of experts participated in the study. The findings revealed an agreement on the relevance of contents to define this competence. The tendency results showed that traditional content types (cognition and metacognition) were more closely associated with one another. After content validation, we enhanced the initial model using qualitative data the experts provided. Stability standards, limitations of the model to validate its content, and an emerging ethical factor in the learning process are discussed.

• Referencias bibliográficas
  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, Inc.
  • Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital...
  • Caena, F., & Stringher, C. (2020). Towards a new conceptualization of Learning to Learn. Aula Abierta, 49(3), 199–216. https://doi.org/10.17811/rifie.49.3.2020.199-216
  • Deakin Crick, R., Stringher, C., & Ren, K. (Eds.). (2014). Learning to Learn. International perspectives from theory and practice. Routledge....
  • Echols, D. G., Neely, P. W., & Dusick, D. (2018). Understanding faculty training in competency-based curriculum development. The Journal...
  • Efklides, A. (2011). Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model. Educational Psychologist,...
  • European Commission. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. EUR-Lex. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32018H0604(01)
  • Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item Estimating ordinal...
  • Garcia-Garcia, F. J., Moctezuma-Ramírez, E. E., & Yurén, T. (2021). Learning to learn in universities 4.0. Human Obsolescence and short-term...
  • Gargallo López, B. (Ed.). (2017). Enseñanza centrada en el aprendizaje y diseño por competencias en la universidad. Fundamentación, procedimientos...
  • Gargallo López, B., Pérez-Pérez, C., Garcia-Garcia, F. J., Giménez Beut, J. A., & Portillo Poblador, N. (2020). La competencia aprender...
  • González, J., & Wagenaar, R. (2005). Tuning Educational Structures in Europe II. Universities’ contribution to the Bologna Process. https://www.unideusto.org/tuningeu/publications.html?start=18
  • Hautamäki, J., Arinen, P., Juhani Niemivirta, M., Eronen, S., Hautamäki, A., Kupiainen, S., Lindblom, B., Pakaslahti, L., Rantanen, P., &...
  • Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), 507–516....
  • Hoskins, B., & Fredriksson, U. (2008). Learning to Learn: What is it and can it be measured? European Communities. https://doi.org/10.2788/83908
  • Huéscar Hernández, E., Moreno-Murcia, J. A., Cid, L., Monteiro, D., & Rodrigues, F. (2020). Passion or Perseverance? The Effect of Perceived...
  • Jiang, Y., & Kleitman, S. (2015). Metacognition and motivation: Links between confidence, self-protection and self-enhancement. Learning...
  • Johnson, D. W., & Johnson, R. T. (1999). Methods of cooperative learning. What can we prove works? Cooperative Learning Institute.
  • Kelly, A. P., & Columbus, R. (2016). Innovate and Evaluate: Expanding the Research Base for Competency-Based Education. Center for Higher...
  • Kupianen, S., Hautamäki, J., & Rantanen, P. (2008). EU pre-pilot on learning to learn: Report on the compiled data. https://researchportal.helsinki.fi/en/projects/eu-pre-pilot-on-learning-to-learn-eu-commission-order
  • Marshik, T., Ashton, P. T., & Algina, J. (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors...
  • Martínez, R. J., & Moreno, R. (2007). Validity of academic work indicators in the projected European Higher Education Area. Higher Education,...
  • McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument Development in the Affective Domain (3rd ed.). Springer. https://doi.org/10.1007/978-1-4614-7135-6
  • Monfort, M., Ordóñez, J., & Sala, H. (2018). Inequality and Unemployment Patterns in Europe: Does Integration Lead to (Real) Convergence?...
  • Muñoz San Roque, I., Martín-Alonso, J. F., Prieto-Navarro, L., & Uros-Sanz, B. (2016). Autopercepción del nivel de desarrollo de la competencia...
  • Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8(422), 1–28....
  • Radovan, M. (2019). Cognitive and metacognitive aspects of key competency “learning to learn.” Pedagogika, 133(1), 28–42. https://doi.org/10.15823/p.2019.133.2
  • Rawson, M. (2000). Learning to Learn: More than a skill set. Studies in Higher Education, 25(2), 225–238. https://doi.org/10.1080/713696137
  • Säfström, C. A. (2018). Liveable life, educational theory and the imperative of constant change. European Educational Research Journal, 17(5),...
  • Savery, J. R. (2019). Comparative Pedagogical Models of Problem‐Based Learning. In M. Moallem, W. Hung, & N. Dabbagh (Eds.), The Wiley...
  • Vegetti, F., & Adăscăliţei, D. (2017). The impact of the economic crisis on latent and early entrepreneurship in Europe. International...
  • Vila Merino, E. S. (2017). Competencias éticas y deontología profesional en la universidad. Aljibe.
  • Viladrich, C., Angulo-Brunet, A., & Doval, E. (2017). Un viaje alrededor de alfa y omega para estimar la fiabilidad de consistencia interna....
  • Villardón-Gallego, L., Yániz, C., Achurra, C., Iraurgi, I., & Aguilar, M. del C. (2013). Learning Competence in University: Development...
  • Vosniadou, S., Darmawan, I., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning...
  • Wall, K., & Hall, E. (2016). Teachers as metacognitive role models. European Journal of Teacher Education, 39(4), 403–418. https://doi.org/10.1080/02619768.2016.1212834
  • Xue, S. (2020). A conceptual model for integrating affordances of mobile technologies into task-based language teaching. Interactive Learning...