Metodologías activas en la educación
DOI:
https://doi.org/10.55204/pcc.v6i2.e173Keywords:
Metodologías activas en la educaciónAbstract
Metodologías activas en la educación
Downloads
References
Ali, K., Anweigi, L., Al Khabuli, J., & Du, X. (2023). Development of self-regulation amongst dental students in problem-based learning curricula: A qualitative study. European Journal of Dental Education, 27(3), 600–609. https://doi.org/10.1111/eje.12820 Wiley Online Library DOI: https://doi.org/10.1111/eje.12820
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20, 61. https://doi.org/10.1186/s41239-023-00430-5 doi.org DOI: https://doi.org/10.1186/s41239-023-00430-5
Becerra Patiño, B. A., Palomino Ramírez, F. J., & Reina Prieto, J. (2024). Importancia de la competencia aprender a aprender en estudiantes universitarios colombianos a partir de análisis multivariado: desafíos, oportunidades y retos para la educación. Retos, 55. https://doi.org/10.47197/retos.v55.103860 Revista Retos DOI: https://doi.org/10.47197/retos.v55.103860
Cao, L. (2024). A study of project-based learning to intermediate EFL learners in reading class: Enhancing self-regulated learning of post-secondary students in Macao. Asian-Pacific Journal of Second and Foreign Language Education, 9, 71. https://doi.org/10.1186/s40862-024-00298-6 doi.org DOI: https://doi.org/10.1186/s40862-024-00298-6
Castillo-Parra, B., Hidalgo-Cajo, B. G., Vásconez-Barrera, M., & Oleas-López, J. (2022). Gamification in higher education: A review of the literature. World Journal on Educational Technology: Current Issues, 14(3). https://doi.org/10.18844/wjet.v14i3.7341 Un Pub DOI: https://doi.org/10.18844/wjet.v14i3.7341
Du, J., Hew, K. F., & Li, L. (2023). Do direct and indirect recommendations facilitate students’ self-regulated learning in flipped classroom online activities? Findings from two studies. Education Sciences, 13(4), 400. https://doi.org/10.3390/educsci13040400 MDPI DOI: https://doi.org/10.3390/educsci13040400
Elderson-Van Duin, C., Renkema, P. J., & Tabbers, H. K. (2023). Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention. Reflective Practice, 24(6), 749–765. https://doi.org/10.1080/14623943.2023.2264195 Erasmus University Rotterdam DOI: https://doi.org/10.1080/14623943.2023.2264195
Gairín Sallán, J., & Olmos Rueda, P. (2024). Desarrollo y evaluación de la competencia “Aprender a Aprender”. Aula Abierta, 53(3), 285–293. https://doi.org/10.17811/rifie.21274 Reunido DOI: https://doi.org/10.17811/rifie.21274
García-García, F. J., López-Francés, I., Gargallo-López, B., & Pérez-Pérez, C. (2022). Validación de contenido de la competencia “aprender a aprender” en los grados universitarios. Revista de Investigación Educativa, 40(2), 513–530. https://doi.org/10.6018/rie.466271 Revista Retos DOI: https://doi.org/10.6018/rie.466271
Gargallo-López, B., Suárez-Rodríguez, J. M., Pérez-Pérez, C., Almerich Cerveró, G., & García-García, F. J. (2021). El cuestionario CECAPEU. Un instrumento para evaluar la competencia aprender a aprender en estudiantes universitarios. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 27(1). https://doi.org/10.30827/relieve.v27i1.20760 Revista Retos DOI: https://doi.org/10.30827/relieve.v27i1.20760
García Magro, C., & Martín Peña, M. L. (2021). Self-regulated learning and gamification in higher education: A proposal for an analysis model. Revista Española de Pedagogía, 79(279). https://doi.org/10.22550/REP79-2-2021-02 Revista de Pedagogía DOI: https://doi.org/10.22550/REP79-2-2021-02
Gargallo López, B., García-García, F. J., Verde Peleato, I., & Almerich Cerveró, G. (2024). The teaching of the learning to learn competence in university degrees (Pedagogy and Social Education). RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 30(2). https://doi.org/10.30827/relieve.v30i2.29432 Revista SEUG DOI: https://doi.org/10.30827/relieve.v30i2.29432
Gupta, P., & Goyal, P. (2022). Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education. International Journal of Educational Management, 36(3), 341–356. https://doi.org/10.1108/IJEM-04-2021-0126 ScienceDirect DOI: https://doi.org/10.1108/IJEM-04-2021-0126
Idoiaga Mondragon, N., Beloki, N., Yarritu, I., Zarrazquin, I., & Artano, K. (2024). Active methodologies in higher education: Reasons to use them (or not) from the voices of faculty teaching staff. Higher Education, 88, 919–937. https://doi.org/10.1007/s10734-023-01149-y doi.org DOI: https://doi.org/10.1007/s10734-023-01149-y
Kong, S.-C., & Lin, T. (2023). Developing self-regulated learning as a pedagogy in higher education: An institutional survey and case study in Hong Kong. Heliyon, 9(11), e22115. https://doi.org/10.1016/j.heliyon.2023.e22115 PubMed Central (PMC) DOI: https://doi.org/10.1016/j.heliyon.2023.e22115
Moctezuma-Ramírez, E. E., García-García, F. J., Pérez-Pérez, C., Escalante Ferrer, A. E., & Yurén, T. (2024). Learning to learn in Spanish universities: A transversal competence? Revista Electrónica de Investigación Educativa, 26, e09. https://doi.org/10.24320/redie.2024.26.e09.4985 Revista Electrónica Educativa DOI: https://doi.org/10.24320/redie.2024.26.e09.4985
Sáiz-Manzanares, M. C., Almeida, L. S., Martín-Antón, L. J., Carbonero, M. A., & Valdivieso-Burón, J. A. (2022). Teacher training effectiveness in self-regulation in virtual environments. Frontiers in Psychology, 13, 776806. https://doi.org/10.3389/fpsyg.2022.776806 Frontiers DOI: https://doi.org/10.3389/fpsyg.2022.776806
Sharma, K. (2024). Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies. British Journal of Educational Technology, 55(4), 1398–1436. https://doi.org/10.1111/bjet.13459 British Educational Research Association DOI: https://doi.org/10.1111/bjet.13459
Wu, X.-Y. (2024). Unveiling the dynamics of self-regulated learning in project-based learning environments. Heliyon, 10(5), e27335. https://doi.org/10.1016/j.heliyon.2024.e27335 DOI: https://doi.org/10.1016/j.heliyon.2024.e27335
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Leslie Verónica Orellana Márquez, Rosa Graciela Barrera Proaño, Lucy De La Rosa Checa
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the moral and patrimonial rights of their works. Since Prometeo Journal is an open access publication, readers can fully or partially reproduce its content as long as they properly credit the corresponding authors and the journal itself.
Our journal is governed by the international policies SHERPA/RoMEO: Green journal: They allow the self-archiving of both the pre-print (draft of a paper) and the post-print (the version corrected and reviewed by peers) and even the final version ( layout as it will be published in the journal).
See also "Copyright and licences".
