Examinando por Autor "Fraile, Juan"

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    Changes in classroom assessment practices during emergency remote teaching due to COVID-19
    (Routledge, 2022-04-24) Panadero, Ernesto; Fraile, Juan; Pinedo Castillo, Leire; Rodríguez Hernández, Carlos Felipe; Díez Ruiz, Fernando
    This study explores the effects of the shift to emergency remote teaching on assessment practices due to COVID-19 lockdown. A total of 936 Spanish teachers from all educational levels ranging from early childhood to university participated in this nationwide survey. Four aspects were explored: (1) changes in the use of assessment instruments (e.g. exams); (2) changes in assessment criteria, standards and grading; (3) changes in the delivery of feedback and use of rubrics; and (4) changes in students’ involvement in assessment (i.e. self- and peer assessment). In general, results are mixed, with some areas undergoing certain changes with the aim of adapting to the new situation (e.g. primary education teachers lowering their grading standards), whereas many other assessment practices have remained similar, especially among higher education teachers. Unfortunately, some of the assessment practices have worsened, such as students’ involvement in assessment which has decreased.
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    Deep learning self-regulation strategies: validation of a situational model and its questionnaire
    (Universidad del País Vasco = Euskal Herriko Unibertsitatea, Departamento de Psicodidáctica, 2021-01) Panadero, Ernesto ; Alonso Tapia, Jesús ; García-Pérez, Daniel; Fraile, Juan; Sánchez Galán, José Manuel; Pardo García, Rodrigo
    Measuring self-regulated learning is crucial to improve our educational interventions. Self-report has been the major data collection method and a number of questionnaires exist. Importantly, the vast majority of the questionnaires are constructed from general theoretical models. Our aim was to develop a model and its questionnaire –i.e. Deep Learning Strategies questionnaire- to investigate how students regulate their learning strategies in more realistic learning situations. Four scales were created: (1) Basic learning self-regulation strategies; (2) Visual elaboration and summarizing strategies; (3) Deep information processing strategies; and (4) Social learning self-regulation strategies. A total of 601 higher education students formed the sample. We analyzed, first, the internal validity of the questionnaire. Three structural models were tested: (M1) mono-factor; (M2) scales correlate among them freely, and (M3) the scales are indicators of a general construct. The latter model showed a slight better fit. Additionally, a path analysis was carried out to study the degree in which the use of the Deep learning strategies depends on personal factors and is associated to performance. It was found that the use depends directly and positively on learning goal orientation, on the self-messages defining the self-regulation style of emotion and motivation focused on learning, and on effort. Besides, these two last variables convey the effect of self-efficacy that, at the same time, affects effort. Academic performance, depends positively on effort but negatively to the use of deep learning strategies. It is hypothesized this negative relationship is due to the method of measurement of academic performance.
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    Orientación deportiva sin balizas físicas ni códigos QR: análisis de la app GPS Orienteering
    (Universidad de Murcia, Servicio de Publicaciones, 2025-07-31) Fraile, Juan; Orgaz Rincón, Daniel; Ruiz Bravo, Patricia; Baena Extremera, Antonio; Fuentesal García, Julio; Zamorano Sande, David
    La orientación es un deporte en auge dentro de las actividades físicas en el medio natural y está incluida en el currículo de la asignatura de Educación Física (EF). Es una actividad excelente desde el punto de vista didáctico, ya que no necesita ser competitiva, resulta desafiante, cooperativa, inclusiva, accesible y ofrece posibilidades de éxito para todos los participantes. Aunque la orientación es el contenido más impartido dentro de estas actividades, el profesorado identifica barreras que dificultan su implementación o la mejora de su práctica. Este estudio analizó la aplicación GPS Orienteering, cuya característica principal es que no requiere la colocación de balizas físicas ni códigos QR. Un total de 85 estudiantes del grado en Ciencias de la Actividad Física y del Deporte, en la asignatura relacionada con las actividades físicas en el medio natural, experimentaron una progresión de aprendizaje en orientación, incluyendo el uso de esta aplicación, sobre la cual se exploraron sus percepciones y su uso. En conclusión, la aplicación es fácil de usar y práctica, organiza eficazmente una carrera y genera datos valiosos sin necesidad de utilizar balizas ni códigos QR.
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    Una sesión diaria de Educación Física: enfoque, organización y viabilidad legislativa mediante las percepciones del profesorado
    (Generalidad de Cataluña = Generalitat de Catalunya, Instituto Nacional d'Educació Fisica de Catalunya, 2024-01-01) Fraile, Juan; López Sagrario, Javier; Zamorano Sande, David; Ruiz Bravo, Patricia; Faná del Valle Villar, María Amalia; López Pastor, Víctor Manuel
    La Educación Física (EF) es una materia con gran valor pedagógico y formativo. Sin embargo, la Administración puede encorsetarla en un utilitarismo contra la inactividad física y el sobrepeso. Esta podría haber sido la principal razón de la implantación con la LOMLOE de tres sesiones de EF a la semana. Sin embargo, existen centros que dan gran importancia a esta asignatura, con una amplia visión y con una larga tradición de impartir EF diariamente. Este estudio cualitativo exploró el enfoque y el encaje legislativo de la EF en una institución escolar privada de la Comunidad de Madrid, con las etapas de infantil a bachillerato, con una sesión diaria de EF en un estudio de caso mediante las percepciones y experiencias del profesorado de EF y de otras materias. En este centro ampliaron la duración de los recreos y los destinaron a impartir EF de forma diaria, dejando a un lado la concepción habitual del recreo. Los docentes entrevistados coincidieron en que la EF es fundamental para el desarrollo integral del alumnado: hábitos saludables, rendimiento académico, bienestar, satisfacción con la EF, etc. Sin embargo, también indicaron el mayor riesgo de lesiones y desafíos organizativos, económicos y logísticos. No obstante, se expuso que el encaje legislativo de una EF diaria es sumamente viable. Considerando la situación actual, las instituciones escolares y el profesorado de EF tienen la oportunidad de demostrar la importancia y pertinencia de la EF más allá de su utilidad contra la obesidad y el sedentarismo.
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    Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19
    (Frontiers Media S.A., 2022-03-28) Panadero, Ernesto; Fraile, Juan; Pinedo Castillo, Leire; Rodríguez Hernández, Carlos Felipe; Balerdi Eizmendi, Eneko; Díez Ruiz, Fernando
    This study explores the effects of the shift to emergency remote teaching (ERT) on teachers’ levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: (1) instructional adaptation to ERT; (2) well-being changes and the main challenges in this regard; (3) changes in emotions; and (4) changes in motivation and the main factors. Importantly, we explored a number of teacher characteristics (e.g., gender, age) for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status (SES), in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT.
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    University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects
    (Springer Science and Business Media B.V., 2023-09) Panadero, Ernesto; García-Pérez, Daniel; Fernández Ruiz, Javier ; Fraile, Juan; Sánchez Iglesias, Iván; Brown, Gavin T. L.
    This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor’s written feedback, and rubric feedback plus instructor’s written feedback). Participants, after random assignment to feedback condition, were video-recorded performing a self-assessment on a writing task both before and after receiving feedback. The quality of self-assessment strategies decreased after feedback of all kinds, but the number of strategies increased for the combined feedback condition. The number of self-assessment criteria increased for rubric and combined conditions, while feedback helped shift criteria use from basic to advanced criteria. Student year level was not systematically related to changes in self-assessment after feedback. In general, the combination of rubric and instructor’s feedback produced the best effects.