Examinando por Autor "Alonso dos Santos, Manuel"

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  • Miniatura
    Ítem
    Teamwork competency scale (TCS) from the individual perspective in university students
    (OmniaScience, 2022-04) Hebles Ortiz, Melany; Yániz Álvarez de Eulate, Concepción ; Alonso dos Santos, Manuel
    The main purpose of this study was to design and validate a scale to evaluate the development of teamwork competence of undergraduate students (TCS, teamwork competence scale). The research instrument used for validation and design has nine specific dimensions: Collective efficacy, learning orientation, establishing group goals, planning and coordination, communication, conflict management, problem solving, performance monitoring and back-up behavior. The sample consisted of a total of 802 freshmen of a Chilean university. For the statistical analysis, the method of partial least squares (PLS) was approached within a structural equation modeling (SEM). Results show that the TCS is a valid and reliable research instrument to assess the level of development of teamwork competence in undergraduate students.
  • Miniatura
    Ítem
    Towards a cooperative learning environment in universities through in‐service training
    (MDPI, 2021-01-21) Hebles Ortiz, Melany; Yániz Álvarez de Eulate, Concepción ; Alonso dos Santos, Manuel; Villardón Gallego, Lourdes
    The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi‐experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.