Examinando por Autor "Fonseca Escudero, David"

Mostrando 1 - 7 de 7
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    Ítem
    Actividades transversales entre materias de primer curso de grado y trabajo en equipo para aumentar la motivación del alumno
    (Universidad de Zaragoza, Servicio de Publicaciones, 2021) Fonseca Escudero, David ; Necchi, Silvia; Aláez, Marian ; Romero Yesa, Susana; Centeno Hernández, Efraim
    Motivar al alumno de primer curso de grado, no solo mejora su grado de satisfacción y su rendimiento, sino que puede prevenir el riesgo de abandono temprano de los estudios. En este sentido, para potenciar la motivación se antoja como estrategia importante trabajar las competencias específicas desde un abordaje transversal, menos específico y que permita al alumno vislumbrar las potencialidades de sus estudios y de sus relaciones entre iguales. El presente artículo muestra el resultado de dos actividades transversales realizadas en el primer curso del grado de Estudios en Arquitectura, donde el trabajo en equipo es esencial para su entrega. Los resultados han permitido identificar tanto fortalezas como debilidades de cada práctica gracias a su enfoque mixto (cuantitativo / cualitativo), lo que permitirá un rediseño de las actividades para el siguiente curso.
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    Identification and comparison of the main variables affecting early university dropout rates according to knowledge area and institution
    (Elsevier Ltd, 2023-06) Llauró, A.; Fonseca Escudero, David; Romero Yesa, Susana ; Aláez, Marian; Torres Lucas, Jorge; Martínez Felipe, María
    The dropout rate in universities is a widely studied issue that concerns both universities and public organizations. Most studies focus on quantifying the phenomenon and identifying the variables involved. This paper uses a multidisciplinary approach to parameterize the factors that define the entry profile of undergraduates at the national level in Spain in collaboration with three universities in different regions and with different disciplines. The aim is to reduce the dropout rate in the first year of study towards a degree. The research questions focus on the weighting of personal variables about students by tutors and whether there are differences in the weighting systems for the main variables as differentiated by discipline, university and/or region. The document is organized to describe the method and context of the study, present the main results, show the application of the survey instrument in a case study, and provide conclusions. The method is based on the two fundamental factors, including the influence of certain student characteristics at matriculation and the importance of a positive experience in the first year of the degree. The study is focused on two elements that inspire the current proposal: the need to identify and rapidly detect students who, due to their entry characteristics, are at a greater risk of dropout and the importance of guaranteeing a good start in the first year of the degree. The study uses a multidisciplinary approach and combines qualitative and quantitative methods to gather data. The study also uses a survey instrument that measures the risk of student dropout based on the weighting of personal variables by tutors. The results of the study have allowed us to categorize the main variables of the student profile that affect the risk of dropout and establish them as aspects to be monitored by the tutors in the first weeks. Furthermore, it has been shown that although there are no significant differences in the averages of dropout risk calculated with either global or specific weighting systems (by centre or studies), there is a tendency observed by the tutors that the weighted averages generated by disciplinary focus are closer to identifying the student's real risk of dropping out.
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    Improvement of academic analytics processes through the identification of the main variables affecting early dropout of first-year students in technical degrees: a case study
    (UNIR-Universidad Internacional de La Rioja, 2024) Llauró, Alba; Fonseca Escudero, David; Villegas, Eva; Aláez, Marian; Romero Yesa, Susana
    The field of research on the phenomenon of university dropout and the factors that promote it is of the utmost relevance, especially in the current context of the Covid-19 pandemic. Students who have started degrees in the last two years have completed their university studies in periods of lockdown and unlike traditional education, this has often involved taking online classes. In this scenario, the students' motivation and the way they are able to cope with the difficulties of the first year of a university course are very relevant, especially in technical degrees. Previous studies show that a large number of undergraduate students drop out prematurely. In order to act to reduce dropout rates, schools, especially technical schools, should be able to map the entry profile of students and identify the factors that promote early dropout. This paper focuses on identifying, categorizing and evaluating a number of indicators according to the perception of tutors and the field of study, based on the application of quantitative and qualitative techniques. The results support the approach taken, as they show how tutors can identify students at risk of dropping out at the beginning of the course and act proactively to monitor and motivate them.
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    Ítem
    A qualitative approach to help adjust the design of management subjects in ict engineering undergraduate programs through user experience in a smart classroom context
    (MDPI AG, 2021-07-12) Petchamé Sabartés, Josep; Iriondo Sanz, Ignasi ; Villegas, Eva ; Fonseca Escudero, David; Romero Yesa, Susana; Aláez, Marian
    Qualitative research activities, including first‐day of class surveys and user experience interviews on completion of a subject were carried out to obtain students’ feedback in order to im-prove the design of the subject ‘Information Systems’ as a part of a general initiative to enhance ICT (Information and Communication Technologies) engineering programs. Due to the COVID‐19 (co-rona virus disease 2019) pandemic, La Salle URL adopted an Emergency Remote Teaching tactical solution in the second semester of the 2019–2020 academic year, just before implementing a strategic learning approach based on a new Smart Classroom (SC) system deployed in the campus facilities. The latter solution was developed to ensure that both on‐campus and off‐campus students could effectively follow the course syllabus through the use of new technological devices introduced in classrooms and laboratories, reducing the inherent difficulties of online learning. The results of our findings show: (1) No major concerns about the subject were identified by students; (2) Interaction and class dynamics were the main issues identified by students, while saving time on commuting when learning from home and access to recorded class sessions were the aspects that students con-sidered the most advantageous about the SC.
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    Qualitative assessment of a challenge-based learning and teamwork applied in electronics program
    (Elsevier Ltd, 2023-12) Romero Yesa, Susana; Fonseca Escudero, David; Aláez, Marian ; Amo Filvà, Daniel
    Every student of industrial technology engineering must develop and acquire specific electronic competencies and skills, such as those pertaining to the design, analysis, and assembly of basic circuits in the context of both analogue and digital electronics, including the corresponding instrumentation. Additionally, as is the case for practically all university degrees but has not always been addressed adequately in the field of engineering, generic competencies such as oral communication and teamwork must be acquired. The experience discussed in the article focuses on the design, implementation, and assessment of a hybrid (face-to-face and virtual) educational activity that facilitates the acquisition of specific engineering skills through a teamwork-based approach and enhances communication among students in the context of experimentation. The students, who are divided into teams, must develop a series of embedded systems with the aim of providing a solution to a problem derived from Sustainable Development Goal 11: Sustainable Cities and Communities. This approach entails the challenge of working with a heterogeneous sample of students studying for a dual degree in design and mechanics, whose motivations are also highly varied. The innovative objective of the educational proposal focuses on adapting the practice to the roles and profiles of the students and tailoring project phases to the competency needs of each student. The results highlight the need to design real practices that foster the motivation of engineering students; they also emphasize the fact that in the context of teamwork, roles pertaining to the specific competencies required by dual-degree students should be defined. The evaluation of such an experiment using the Bipolar Laddering Assessment has exhibited utility and reliability regarding small samples of users and has been shown to be valid regarding identifying the strengths and weaknesses of educational experiments.
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    Relación del riesgo de abandono temprano a nivel de grado con la ansiedad matemática y la autorregulación del aprendizaje del estudiante
    (Universidad de Zaragoza, 2025) Romero Yesa, Susana; Fresneda Portillo, Carlos; Simón Grábalos, David; Barrera Romero, Laura; Gutiérrez Aguirregabiria, Ane; Aláez, Marian; Llauró, Alba; Fonseca Escudero, David
    El abandono temprano es un problema común en muchas universidades debido a su impacto tanto financiero como social en los propios estudiantes. En los últimos años, se han popularizado los estudios sobre variables que afectan al abandono y modelos predictivos de abandono. Entendiendo la relación entre las variables, se pueden diseñar estrategias de intervención que medien para reducir el abandono. En este estudio, se analiza la relación entre las cuatro dimensiones del instrumento ILS, la ansiedad matemática y el riesgo de abandono. Se recopilan datos de una muestra de más de 700 estudiantes de tres universidades distintas y se analizan mediante técnicas de regresión logística. Los resultados indican que Falta de Regulación es la variable que más influye en el abandono. Por otra parte, las dimensiones de ILS de Contenido de Aprendizaje y de Proceso de Aprendizaje propician la retención del estudiante. Por último, se demuestra que la Ansiedad Matemática está asociada a la dimensión de Falta de Regulación.
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    Systematic review of the literature on interventions to improve self-regulation of learning in first-year university students
    (Multidisciplinary Digital Publishing Institute (MDPI), 2025-03-17) Simón Grábalos, David; Fonseca Escudero, David; Aláez, Marian; Romero Yesa, Susana; Fresneda Portillo, Carlos
    Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method to identify and analyze interventions to improve SRL in first-year undergraduate students. The interventions analyzed addressed student learning, classroom management by teachers, evaluation processes, and administrative management. Additionally, the need for a holistic and continuous approach was identified, covering cognitive, metacognitive, motivational, behavioral, and affective dimensions. The combination of self-perception questionnaires and academic grades was the most used strategy to measure intervention effectiveness. These findings emphasize the importance of adapting interventions to specific contexts and ensuring their continuity to maximize the impact on the development of students’ self-regulated learning. The results reveal a high heterogeneity in the approaches applied, highlighting the most effective techniques as follows: specialized workshops, the use of virtual tools, and group and individual tutoring. Intracurricular interventions, integrated within course content and led by the faculty, demonstrated greater success by embedding SRL strategies into the teaching–learning process. In contrast, extracurricular interventions, conducted by tutors or academic advisors, faced challenges related to student motivation and participation.