How University Teachers and Students Understand the «Learning to Learn» CompetenceAn Exploratory Study Through Text Mining Techniques

  1. Fran-J. García-García 1
  2. Inmaculada López-Francés 1
  3. Cristian Molla-Esparza 2
  4. Evelyn-E. Moctezuma-Ramírez 3
  5. Bernardo Gargallo-López 1
  1. 1 Department of Educational Theory, University of Valencia, Avda. Blasco Ibáñez 30, 46021, Valencia (España)
  2. 2 Department of Research Methods and Diagnostics in Education, University of Valencia, Avda. Blasco Ibáñez 30, 46021, Valencia (España)
  3. 3 Department of Educational Theory, University of Valencia, Avda. Blasco Ibáñez 30, 46021, Valencia (España) / Institute of Science of Education, University Autonomous of the State of Morelos (México)
Journal:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Year of publication: 2025

Issue: 48

Pages: 73-92

Type: Article

DOI: 10.15581/004.48.004 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: ESE: Estudios sobre educación.

Abstract

Este estudio tuvo como objetivo examinar cómo los profesores y estudiantes universitarios del área educativa, de la salud y de la ingeniería entienden la competencia 'aprender a aprender' mediante minería de textos. Se examinaron los corpus de texto de los profesores (16.317 palabras clave de 160 intervenciones) y estudiantes (15.394 palabras clave de 243 intervenciones). Los estudiantes enfatizaban la mentoría y las habilidades adaptativas, mientras que los profesores se centraban en la autonomía y el aprendizaje significativo. Los estudiantes también resaltaron el papel de los profesores para facilitar un aprendizaje exitoso, mientras que los profesores hicieron hincapié en la gestión de la información y el trabajo en equipo con los compañeros. Se discutieron diversas implicaciones para la práctica educativa, teniendo en cuenta los supuestos teóricos involucrados.

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