Learning strategies scale: adaptation to Portuguese and factor structure

Since learning strategies seem to be an important set of variables to explain the effectiveness of training and e-learning in organizations is here to stay, this paper aimed to analyze the factor structure and psychometric properties of a Learning Strategies Scale (LSS) and its relationship with the training transfer in an e-learning corporate context. A total of 3600 employees of a Brazilian bank participated in this study by responding to the LSS after taking part in an online course. We measured training transfer with self-evaluation and hetero-evaluation scales. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A four-factor structure and an acceptable level of fit for the model were found. All types of learning strategies were related to training transfer in self-evaluation, and the cognitive and help-seeking strategies contributed to explain training transfer in hetero-evaluation. As a reliable and valid measure that predicts the effectiveness of training and job performance, participants should be advised about the learning strategies that produce better performance results at the workplace. Future research should use it in different contexts and samples, analyzing its relationships with other workplace variables.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior” (CAPES/Brazil

Análisis multifactorial de la aplicación de metodologías activas en la calidad docente

En este trabajo se propone un análisis de los factores que más peso tienen en la mejora de la calidad docente, en un contexto de enseñanza de la Informática y Telemática en Grados de Ingeniería Industrial. El estudio se ha realizado en la Universitat Politècnica de Catalunya (UPC). Los autores son miembros de los grupos de innovación docente GIDMat, VISCA y GtPOE del proyecto RIMA (www.upc.edu/rima, Recerca i Innovació en Metodologies d’Aprenentatge). Se realiza un análisis del impacto que se produce en la calidad docente al introducir técnicas de aprendizaje activo y cooperativo con auto y coevaluación, así como la inclusión del ePortfolio en la docencia de Grado en Ingeniería Industrial. El estudio se centra en una asignatura troncal de fase inicial y en una asignatura optativa de último curso. Se presentan datos de rendimiento académico y satisfacción del alumnado medido con la encuesta estandarizada SEEQ (Marsh H., Students' Evaluations of Educational Quality). Para validar los resultados se han usado datos procedentes de dos grupos de control en los que se ha realizado enseñanza tradicional. Además, se comparan estos resultados con los obtenidos en grupos con enseñanza de plan antiguo, de los que se dispone de datos correspondientes a ocho cursos académicos. Los resultados muestran mejoras estadísticamente significativas entre los grupos que siguen la enseñanza con metodologías activas respecto a los grupos de control. Por último, se ha realizado un análisis multifactorial ANOVA para tratar de explicar las diferencias en los resultados académicos, concluyéndose que la aplicación de éstas técnicas es el factor predominante (p<0.05), por encima de la nota de acceso a la titulación o de su procedencia (bachillerato, módulos profesionales, otros) en la asignatura optativa de último curso. Para el curso básico de Informática, por el contrario, se ha observado que el factor principal (p<0.01) es la nota de acceso. En conclusión, los métodos activos mencionados contribuyen a la mejora de la motivación de los alumnos en todos los casos, y son el factor principal de la calidad docente en los cursos finales de la titulación.SUMMARY -- This paper proposes an analysis of the most important factors for improving the quality of teaching, in a context of teaching Informatics and Telematics Industrial Engineering Degrees. The study was conducted at UPC-BarcelonaTECH. The authors are members of RIMA Communities of Practice (www.upc.edu/rima, Research and Innovation in Learning Methodologies Project). An analysis of the impact on the quality of teaching by introducing active learning techniques and collaborative self and co-evaluation with the inclusion of the ePortfolio in a teaching degree of Industrial Engineering is performed. The study focuses on the core subject of initial phase, and a final year elective course. Data are presented for academic achievement and student satisfaction, as measured by the standardized survey SEEQ (Marsh H., Students' Evaluations of Educational Quality). In order to validate the results, two control groups have been used in which traditional teaching has been implemented. In addition, we compare these results with those obtained in groups with teaching old plan, of which data are available for eight academic years. The results show statistically significant improvements between the groups with active teaching methodologies with respect to the control groups. Finally, an ANOVA multivariate analysis has been performed in order to try to explain differences in academic performance. Conclusions are the following: the application of these techniques is the predominant factor (p <0.05), aside from the entrance mark for certification or background (high school, professional modules, etc.) in the final year elective course. On the other hand, for the basic course of Computing we observed that the main factor (p <0.01) is access qualification. In conclusion, the active methods studied, contribute to the improvement of student motivation in all cases, and are a major factor in the teaching quality at the end of the degree courses.Peer Reviewe

A conceptual model of enterprise application integration in higher education institutions

Copyright @ 2013 EMCIS.It is eminent that several applications’ systems are deployed at different levels in Higher Education (HE), ranging from academic and administrative to staff and students record systems. Many of these systems suffer from different problems due to the lack of integration such as data redundancy, inconsistency and maintenance cost. Enterprise Application Integration (EAI) can provide substantial benefits to these systems, such as assisting with business process integration, facilitating e-service based transformation and supporting collaborative decision-making. However, some factors that influence EAI adoption process in HE will be defined. This paper introduces a conceptual model to explain the outcome of using EAI in Higher Education Institutions (HEIs). Analyzing the combination of the existing classification of EAI factors with the HE factors will enhance the implementation of EAI in HEI at both organizational and operational levels. A pilot study at King Abdulaziz University (KAU), Kingdom of Saudi Arabia will be presented in this paper to show that the integration of the multiple information systems gives an integrated view to facilitate information access and reuse. Moreover data from different information systems is combined to gain a more comprehensive basis to satisfy the educational needs