TRANSFORMING EDUCATIONAL PRACTICE: INNOVATIVE APPROACHES FOR EFFECTIVE LEARNING
Additional Files
Abstract
Transformation in educational practice is crucial to face emerging challenges in 21st century higher education. This article examines innovative approaches that are redefining effective learning, focusing on active methodologies, educational technologies, and competencybased models. Active methodologies, such as project-based learning (PBL) and flipped learning, promote deeper, more participatory learning by engaging students in real-world problem solving and practical application of concepts. Educational technologies, including online learning platforms and multimedia tools, offer opportunities for more personalized and flexible teaching, adapting to the individual needs of students. Furthermore, competency-based models focus on the acquisition of practical skills and applied knowledge, aligning training with the demands of the labor market. Through a detailed analysis of case studies and theoretical reviews, a framework for the implementation of these innovative practices is presented, highlighting the benefits they bring in terms of commitment and professional preparation. However, challenges that may arise, such as resistance to change and the need for ongoing teacher training, are also addressed. Finally, strategies are proposed for an effective evaluation of these practices, emphasizing the importance of continuous feedback to adjust and improve the implemented approaches. Adopting these innovative approaches not only enriches the educational experience, but also ensures that students are better prepared for the requirements of the modern workplace.
##plugins.themes.default.displayStats.downloads##
References
Anderson, T., & Dron, J. (2011). "Learning technologies and the role of the teacher in the digital age." Journal of Educational Technology & Society, 14(1), 1-12.
Bergmann, J., & Sams, A. (2012). "Flip your classroom: Reach every student in every class every day." International Society for Technology in Education.
Biggs, J. (2003). "Teaching for quality learning at university." Open University Press.
Brown, J. S., Collins, A., & Duguid, P. (1989). "Situated cognition and the culture of learning." Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032
Bustos, P., & Ancízar, Y. (2022). Desarrollo de competencias en prácticas pre-profesionales y la inserción laboral de egresados universitarios en Ecuador. Revista de ciencias sociales, 28(6), 212-227. https://dialnet.unirioja.es/descarga/articulo/8598052.pdf
Cortés, M., & Guillén, J. (2018). Estilos de aprendizaje en estudiantes de medicina. Universitas Medica, 59(2), 4-10. https://doi.org/10.11144/javeriana.umed59-2.apre
Darling-Hammond, L. (2010). "Evaluating and supporting effective teaching: What we know and what we need to know." In H. F. Ladd & E. B. Fiske (Eds.), Handbook of research in education finance and policy (pp. 331-354). Routledge.
Estrada, C., Alcántar, D., Sánchez, R., & Torres, C. (Eds.). (2023). Enfoques innovadores en el proceso de enseñanza-aprendizaje en las universidades hispanohablantes. ESIC. https://books.google.
Galeana, L. (2006). Aprendizaje basado en proyectos. Revista Ceupromed, 1(27), 1-17. https://guao.org/sites
Gallegos, A., Genovezzi, J., Escobar, J., & Cevallos, N. (2021). Uso de tecnologías educativas en la didáctica con estudiantes de educación básica. Polo del Conocimiento: Revista científicoprofesional, 6(5), 342-359. https://dialnet.unirioja.es
Hattie, J. (2009). "Visible learning: A synthesis of over 800 meta-analyses relating to achievement." Routledge.
Hernández Sampieri, R., Fernández Collado, C., Baptista Lucio, P., & Baptista Lucio, P. (2014).
Metodología de la investigación. McGraw-Hill Education. http://repositorio.ucsh.cl/bitstream/handle/ucsh/2792/metodologia-de-lainvestigacion.pdf?sequence=1
Kolb, D. A. (1984). "Experiential learning: Experience as the source of learning and development." Prentice-Hall.
Martínez, A., Cegarra, J., & Rubio, J. (2006). Aprendizaje basado en competencias: una propuesta para la evaluación del rendimiento académico. Revista de Educación, 1(1), 1-15. https://www.redalyc.org/pdf/567/56724395018.pdf.
Martínez, W., Esquivel, I., & Martínez, J. (2015). Acercamiento teórico-práctico al modelo de aprendizaje invertido. Alternativas para nuevas prácticas educativas, 1, 158-172.
Mayer, R. E. (2009). "Multimedia learning." Cambridge University Press.
Melville, A. (2014). "The impact of technology on education: The role of digital tools in the 21stcentury classroom." Educational Technology Research and Development, 62(2), 251-269. https://doi.org/10.1007/s11423-014-9332-9
Piccione, V. (2016). Necesidades educativas actuales de los jóvenes y enfoques innovadores en la enseñanza. Revista de psicología y educación.https://www.revistadepsicologiayeducacion.es/pdf/140.pdf
Sandoval, C. (2020). La educación en tiempo del Covid-19 herramientas TIC: El nuevo rol Docente en el fortalecimiento del proceso enseñanza aprendizaje de las prácticas educativa innovadoras. Revista Docentes 2.0, 9(2), 24-31. https://doi.org/10.37843/rted.v9i2.138
Siemens, G. (2013). "Learning analytics: The emergence of a discipline." American Behavioral Scientist, 57(10), 1380-1390. https://doi.org/10.1177/0002764213498851
Spady, W. G. (1994). "Outcome-based education: Critical issues and answers." American Association of School Administrators.
Thomas, J. W. (2000). "A review of research on project-based learning." Autodesk Foundation.
Vygotsky, L. S. (1978). "Mind in society: The development of higher psychological processes." Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). "The role of tutoring in problem solving." Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.14697610.1976.tb00381.x
Zambrano, M., Hernández, A., & Mendoza, K. (2022). El aprendizaje basado en proyectos como estrategia didáctica. Conrado, 18(84), 172-182. http://scielo.sld.cu/pdf/rc/v18n84/19908644-rc-18-84-172.pdf
Zhang, D., Zhao, J., Zhou, L., & Nunamaker, J. F. (2004). "Can e-learning replace classroom learning?" Communications of the ACM, 47(5), 75-79. https://doi.org/10.1145/986213.986216
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Science and Research: Revista Ciencia e Investigación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Los autores mantienen los derechos sobre los artículos y por tanto son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:
Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).
No utilizar esta obra para fines comerciales.
Declaración de privacidad
Los nombres y direcciones de correo-e introducidos en esta revista se usarán exclusivamente para los fines declarados por esta revista y no estarán disponibles para ningún otro propósito u otra persona.
.JPG)
.png)
