Experiencia educativa para fomentar el aprendizaje autónomo a través de preguntas tipo test generadas por los alumnos

Describimos en este artículo una experiencia docente que trata de incentivar el proceso de aprendizaje autónomo del alumno mediante la realización de tests con preguntas generadas por ellos. La idea es que el alumno perciba que participa de una manera directa en su calificación, ya que sus preguntas pasarán a formar parte del examen. Un conjunto de herramientas permite la interacción alumno-profesor y alumno-alumno a través del campus virtual. En este sentido, profesores y alumnos pueden ver todas las preguntas formuladas por los otros compañeros. De esta manera incentivamos el análisis crítico (comprender la calidad de las preguntas ajenas). Hemos comprobado, comparando los resultados académicos de distintos años, que el 88% de los alumnos que han incorporado a su metodología de estudio estas estrategias más activas y participativas han conseguido aprobar la asignatura.In this paper we describe a teaching experience that tries to motivate students following an autonomous learning process. To this end, we conduct tests with questions created by the students. The idea is that students perceive that they participate in their rating in a direct way, because their questions will become part of the final test. A set of tools allows us interaction student-teacher and student-student through the virtual campus. In this way, students and teachers can see all the generated questions. Thus, we motivate the critical analysis (how to undertand the quality of questions). We found, comparing to academic results of different academic years, that the 88% of the studens that have included to their learning methodology these active and participative strategies, have been able to pass the course.Peer Reviewe

The effect of intangible factors on innovation capabilities in higher education institutions

Innovation plays an important role in the development of any organization including higher education institutions (HEIs) that forced many researchers to embark on this issue. HEIs should be the role model in the practice of innovation so as to encourage and empower innovation for the survival of research institution. Therefore, the aim of this study is to examine the structural relationships in the hypothesized model that comprised of critical factors, namely, objectives and strategy, change management, resource management, best practices and innovation. A total of nine hypotheses have been put forward to test the relationships amongst these five critical factors of innovation capabilities model. Theoretical framework that integrates all five factors is also introduced. Partial least squares structural equation modeling technique was used to empirically assess the model. The primary data was collected through innovation exhibitions using questionnaire that was adopted and adapted from previous study, in which convenience-sampling technique was employed on local public and private universities that generated 213 valid responses. The findings revealed that all the hypothesized relationships are significant at t-value > 2.58 of two-tailed test by using 5000 bootstrapped samples, except for the relationship between resource management towards innovation that resulted in a non-significant relationship. The result of these significant relationships, verified the proxies in the model. The implications of this research would provide the guidelines or ideas towards management and administration in the university in order to achive better performance by practicing the core values that categorized as intangible indicators. Moreover, throughout this developed model could be the basis for HEIs, especially in Malaysia, to accelerate their innovative capability by garnering all the efforts and endeavor for achieving excellence and be recognized worldwide