Karla Lobos - Academia.edu (original) (raw)

Papers by Karla Lobos

Research paper thumbnail of Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Emerging Science Journal

Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges t... more Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variabl...

Research paper thumbnail of Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students

Sustainability

The COVID-19 pandemic impacted the educational context. University students were exposed to an ed... more The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face mo...

Research paper thumbnail of Valoracion De Un Programa De Mejoramiento De La Calidad De La Gestion Directiva De Centros Educativos Que Atienden Poblacion De Mayor Vulnerabilidad Social

Research paper thumbnail of El rol docente y la interacción de aula para la promoción del compromiso escolar como estrategias de prevención del abandono temprano en estudiantes de secundaria

Motivos y factores explicativos del abandono de los estudios: Claves y estrategias para superarlo, 2020, ISBN 9788436843156, págs. 81-100, 2020

Research paper thumbnail of Scale of strategies for stimulating academic self-concept

Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, 2018

Research paper thumbnail of Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic

Sustainability, 2021

Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to... more Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to emergency remote teaching (ERT), relying on learning management systems (LMS). In this simple prospective design study, we analyzed the relation of the level of teachers’ technological acceptance at the beginning of ERT (March 2020) considering three variables: the time spent by teachers in the LMS during that semester, the percentage of LMS’s resources their students viewed during the semester, and the final academic performance of the same students at the end of that semester (September 2020). This study included 251 teachers (57% male) and 12,185 students (45% male). We measured the teachers’ level of acceptance with the Spanish version of the Questionnaire Technology Acceptance Model (TAM). We found that the relation between the teacher’s acceptance and their time spent on the LMS was significant and positive (rho = 0.24, p < 0.001). In addition, teachers’ perception of LMS’s eas...

Research paper thumbnail of Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

Frontiers in Psychology, 2021

Due to COVID-19, universities have been facing challenges in generating the best possible experie... more Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors...

Research paper thumbnail of Escala de estrategias de disposición al estudio en universitarios: propiedades psicométricas

Revista Electrónica de Investigación Educativa, 2021

Las estrategias de disposición al estudio (establecer objetivos, gestionar el tiempo y organizar ... more Las estrategias de disposición al estudio (establecer objetivos, gestionar el tiempo y organizar recursos) son claves para el aprendizaje autorregulado y el desempeño de los estudiantes, por lo que su medición debe ser lo más precisa posible. Sin embargo, los instrumentos para medir estrategias de aprendizaje son muy generales para evaluar estas estrategias disposicionales. Este estudio tuvo como objetivo diseñar y analizar las propiedades psicométricas del instrumento de estrategias de disposición al estudio en estudiantes universitarios, el cual fue aplicado a una muestra por conveniencia de 630 estudiantes universitarios chilenos. Se realizó análisis factorial exploratorio y confirmatorio. La escala total y sus 4 subescalas mostraron consistencia interna adecuada (α > 0.70), estructura latente ajustada a los datos y correlaciones débiles, aunque estadísticamente significativas, con las calificaciones reportadas por los alumnos. Se concluye que el instrumento es confiable y vál...

Research paper thumbnail of Escala de Estrategias de Estimulacion del Autoconcepto Acadêmico

Research paper thumbnail of Adaptación y validación de dos cuestionarios sobre implementación de la tecnología en la docencia universitaria

Formación universitaria

El objetivo de este trabajo fue traducir y validar los cuestionarios de conocimiento técnico peda... more El objetivo de este trabajo fue traducir y validar los cuestionarios de conocimiento técnico pedagógico del contenido (TPACK, en inglés) y aceptación de la tecnología (TAM, en inglés) en el uso de sistemas de gestión de aprendizaje en línea en una muestra de docentes universitarios chilenos. Se empleó un diseño instrumental y se realizó la traducción y adaptación al español de los cuestionarios. Participaron 292 docentes (n=137 mujeres) de una universidad chilena. Se efectuaron análisis factoriales exploratorios usando correlación policórica y se verificó la consistencia interna. En el caso del TPACK, se identificaron cuatro factores, distintos a la propuesta original, que explican el 62 % de la varianza. En el caso del TAM se confirmó la estructura original constituida por dos factores. Ambos cuestionarios presentaron adecuados índices de consistencia interna. En conclusión, ambos instrumentos son válidos y confiables para su utilización en la educación superior chilena.

Research paper thumbnail of Analíticas de aprendizaje para la toma de decisiones pedagógicas en educación superior

Formación universitaria

Este estudio busca conocer las expectativas docentes acerca del uso de analíticas de aprendizaje ... more Este estudio busca conocer las expectativas docentes acerca del uso de analíticas de aprendizaje (AA) en la educación superior y generar información acerca de las características que debiera poseer una herramienta de reportabilidad de AA. Se realizan tres sesiones utilizando como base el formulario de levantamiento de expectativas docentes de LALA (Learning Analytics Latin America Project), con 17 profesores de primer año en carreras STEM (química, biología, física y matemáticas). Además, se evalúa la percepción de 39 docentes de primer año sobre la utilidad, facilidad e importancia del uso de AA. Los resultados muestran una positiva evaluación sobre la interacción de los estudiantes con las aulas virtuales. En la dimensión utilidad, el 79.5% de los docentes indica que la AA les permite tomar decisiones sobre los recursos y materiales de su asignatura. Se concluye que los docentes poseen expectativas positivas acerca del uso de AA para la educación superior.

Research paper thumbnail of Mensajes emitidos por docentes universitarios a sus estudiantes con bajos desempeños académicos durante la enseñanza en línea por COVID-19

Interdisciplinaria. Revista de Psicología y Ciencias Afines, 2021

COVID-19 generated new forms of student-teacher interactions, and it increased the use of virtual... more COVID-19 generated new forms of student-teacher interactions, and it increased the use of virtual educational environments. Electronic messaging is one of the most widely used forms of communication between teachers and students. However, few studies on how teachers provide feedback motivate and encourage students to engage in academic activities in online learning environments. This study aims to characterize messages sent by university teachers to their students with low academic performance during the emergency remote teaching in the COVID-19 pandemic context. The electronic messages were obtained through the snowball sampling technique. The sample consisted of eighteen email threads facilitated by six universities. Ethical requirements for this type of research were met, and discourse or text analysis was used as a methodology with a qualitative approach and hermeneutic orientation. This study shows two main results. First, the necessary data to identify students with low academ...

Research paper thumbnail of Percepción docente respecto al trabajo pedagógico durante la COVID-19

CienciAmérica, 2020

INTRODUCCIÓN. Los profesores chilenos a partir de la suspensión de clases presenciales durante la... more INTRODUCCIÓN. Los profesores chilenos a partir de la suspensión de clases presenciales durante la pandemia COVID-19, han tenido que mantener la continuidad del trabajo pedagógico. OBJETIVO. Conocer las percepciones de los profesores respecto de su rol, el proceso de enseñanza-aprendizaje, el apoyo de instituciones y su salud mental ante la actual situación emergente producto de la pandemia por Coronavirus. MÉTODO. Este estudio utilizó un enfoque cualitativo, el cual se realizó mediante entrevistas semiestructuradas. Los participantes fueron 10 profesores de Educación Secundaria. RESULTADOS. Los profesores declaran que: su rol se centra en las necesidades emocionales de la comunidad escolar; requieren adquisición de competencias tecnológicas; la Priorización Curricular no tiene lineamiento para ningún tipo de establecimiento, todos actúan de acuerdo a las necesidades del contexto; su retroalimentación llega sólo a estudiantes con acceso a internet; sus emociones son principalmente pe...

Research paper thumbnail of Construction and psychometric characteristics of the self-concept scale of interaction in the classroom

Psicothema, 2015

Both construction and psychometric characteristics of a self-concept scale associated with observ... more Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented. A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in the study. The scale was constructed, including a theoretical review of the construct, pilot application with students and interjudge reliability. For the study of psychometric characteristics, exploratory factorial analysis (EFA), confirmatory factorial analysis (CFA), factorial invariance and recurrent validity were performed. A self-report instrument with 22 items shows a three-factor structure, with an explained variance of 44.71% and a high level of fi t for the model. CFA in two different samples showed fi t indicators for configural invariance. It also has concurrent validity. The scale has good psychometr...

Research paper thumbnail of Promoting ASC in the primary education classroom: The role of teacher training

International Journal of School & Educational Psychology

Research paper thumbnail of Propiedades Psicométricas de la Escala Experiencias de Estudiantes Universitarios en la Educación en Línea

Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica

Research paper thumbnail of Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario

Frontiers in Education

After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teac... more After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.

Research paper thumbnail of Disadvantaged students increase their academic performance through collective intelligence exposure in emergency remote learning due to COVID 19

ArXiv, 2022

Cristian Candia , Alejandra Maldonado-Trapp , Karla Lobos, Fernando Peña, and Carola Bruna Data S... more Cristian Candia , Alejandra Maldonado-Trapp , Karla Lobos, Fernando Peña, and Carola Bruna Data Science Institute, Facultad de Ingenieŕıa, Universidad del Desarrollo, Las Condes, 7610658, Chile. Laboratorio de Investigación e Innovación Educativa, IDECLAB, Dirección de Docencia, Universidad de Concepción, Concepción, 4070383, Chile Northwestern Institute on Complex Systems (NICO), Northwestern University, Evanston, IL 60208, United States Departamento de F́ısica, Facultad de Ciencias F́ısicas y Matemáticas, Universidad de Concepción, Concepción, Chile Departamento de Bioqúımica y Bioloǵıa Molecular, Facultad de Ciencias Biológicas, Universidad de Concepción, Concepción, Chile

Research paper thumbnail of Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary

International Journal of Educational Methodology

This work describes the design and validation of a questionnaire to assess the expectations of hi... more This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

Research paper thumbnail of Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students

Frontiers in Psychology

Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods w... more Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance ach...

Research paper thumbnail of Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Emerging Science Journal

Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges t... more Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variabl...

Research paper thumbnail of Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students

Sustainability

The COVID-19 pandemic impacted the educational context. University students were exposed to an ed... more The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face mo...

Research paper thumbnail of Valoracion De Un Programa De Mejoramiento De La Calidad De La Gestion Directiva De Centros Educativos Que Atienden Poblacion De Mayor Vulnerabilidad Social

Research paper thumbnail of El rol docente y la interacción de aula para la promoción del compromiso escolar como estrategias de prevención del abandono temprano en estudiantes de secundaria

Motivos y factores explicativos del abandono de los estudios: Claves y estrategias para superarlo, 2020, ISBN 9788436843156, págs. 81-100, 2020

Research paper thumbnail of Scale of strategies for stimulating academic self-concept

Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, 2018

Research paper thumbnail of Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic

Sustainability, 2021

Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to... more Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to emergency remote teaching (ERT), relying on learning management systems (LMS). In this simple prospective design study, we analyzed the relation of the level of teachers’ technological acceptance at the beginning of ERT (March 2020) considering three variables: the time spent by teachers in the LMS during that semester, the percentage of LMS’s resources their students viewed during the semester, and the final academic performance of the same students at the end of that semester (September 2020). This study included 251 teachers (57% male) and 12,185 students (45% male). We measured the teachers’ level of acceptance with the Spanish version of the Questionnaire Technology Acceptance Model (TAM). We found that the relation between the teacher’s acceptance and their time spent on the LMS was significant and positive (rho = 0.24, p < 0.001). In addition, teachers’ perception of LMS’s eas...

Research paper thumbnail of Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

Frontiers in Psychology, 2021

Due to COVID-19, universities have been facing challenges in generating the best possible experie... more Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors...

Research paper thumbnail of Escala de estrategias de disposición al estudio en universitarios: propiedades psicométricas

Revista Electrónica de Investigación Educativa, 2021

Las estrategias de disposición al estudio (establecer objetivos, gestionar el tiempo y organizar ... more Las estrategias de disposición al estudio (establecer objetivos, gestionar el tiempo y organizar recursos) son claves para el aprendizaje autorregulado y el desempeño de los estudiantes, por lo que su medición debe ser lo más precisa posible. Sin embargo, los instrumentos para medir estrategias de aprendizaje son muy generales para evaluar estas estrategias disposicionales. Este estudio tuvo como objetivo diseñar y analizar las propiedades psicométricas del instrumento de estrategias de disposición al estudio en estudiantes universitarios, el cual fue aplicado a una muestra por conveniencia de 630 estudiantes universitarios chilenos. Se realizó análisis factorial exploratorio y confirmatorio. La escala total y sus 4 subescalas mostraron consistencia interna adecuada (α > 0.70), estructura latente ajustada a los datos y correlaciones débiles, aunque estadísticamente significativas, con las calificaciones reportadas por los alumnos. Se concluye que el instrumento es confiable y vál...

Research paper thumbnail of Escala de Estrategias de Estimulacion del Autoconcepto Acadêmico

Research paper thumbnail of Adaptación y validación de dos cuestionarios sobre implementación de la tecnología en la docencia universitaria

Formación universitaria

El objetivo de este trabajo fue traducir y validar los cuestionarios de conocimiento técnico peda... more El objetivo de este trabajo fue traducir y validar los cuestionarios de conocimiento técnico pedagógico del contenido (TPACK, en inglés) y aceptación de la tecnología (TAM, en inglés) en el uso de sistemas de gestión de aprendizaje en línea en una muestra de docentes universitarios chilenos. Se empleó un diseño instrumental y se realizó la traducción y adaptación al español de los cuestionarios. Participaron 292 docentes (n=137 mujeres) de una universidad chilena. Se efectuaron análisis factoriales exploratorios usando correlación policórica y se verificó la consistencia interna. En el caso del TPACK, se identificaron cuatro factores, distintos a la propuesta original, que explican el 62 % de la varianza. En el caso del TAM se confirmó la estructura original constituida por dos factores. Ambos cuestionarios presentaron adecuados índices de consistencia interna. En conclusión, ambos instrumentos son válidos y confiables para su utilización en la educación superior chilena.

Research paper thumbnail of Analíticas de aprendizaje para la toma de decisiones pedagógicas en educación superior

Formación universitaria

Este estudio busca conocer las expectativas docentes acerca del uso de analíticas de aprendizaje ... more Este estudio busca conocer las expectativas docentes acerca del uso de analíticas de aprendizaje (AA) en la educación superior y generar información acerca de las características que debiera poseer una herramienta de reportabilidad de AA. Se realizan tres sesiones utilizando como base el formulario de levantamiento de expectativas docentes de LALA (Learning Analytics Latin America Project), con 17 profesores de primer año en carreras STEM (química, biología, física y matemáticas). Además, se evalúa la percepción de 39 docentes de primer año sobre la utilidad, facilidad e importancia del uso de AA. Los resultados muestran una positiva evaluación sobre la interacción de los estudiantes con las aulas virtuales. En la dimensión utilidad, el 79.5% de los docentes indica que la AA les permite tomar decisiones sobre los recursos y materiales de su asignatura. Se concluye que los docentes poseen expectativas positivas acerca del uso de AA para la educación superior.

Research paper thumbnail of Mensajes emitidos por docentes universitarios a sus estudiantes con bajos desempeños académicos durante la enseñanza en línea por COVID-19

Interdisciplinaria. Revista de Psicología y Ciencias Afines, 2021

COVID-19 generated new forms of student-teacher interactions, and it increased the use of virtual... more COVID-19 generated new forms of student-teacher interactions, and it increased the use of virtual educational environments. Electronic messaging is one of the most widely used forms of communication between teachers and students. However, few studies on how teachers provide feedback motivate and encourage students to engage in academic activities in online learning environments. This study aims to characterize messages sent by university teachers to their students with low academic performance during the emergency remote teaching in the COVID-19 pandemic context. The electronic messages were obtained through the snowball sampling technique. The sample consisted of eighteen email threads facilitated by six universities. Ethical requirements for this type of research were met, and discourse or text analysis was used as a methodology with a qualitative approach and hermeneutic orientation. This study shows two main results. First, the necessary data to identify students with low academ...

Research paper thumbnail of Percepción docente respecto al trabajo pedagógico durante la COVID-19

CienciAmérica, 2020

INTRODUCCIÓN. Los profesores chilenos a partir de la suspensión de clases presenciales durante la... more INTRODUCCIÓN. Los profesores chilenos a partir de la suspensión de clases presenciales durante la pandemia COVID-19, han tenido que mantener la continuidad del trabajo pedagógico. OBJETIVO. Conocer las percepciones de los profesores respecto de su rol, el proceso de enseñanza-aprendizaje, el apoyo de instituciones y su salud mental ante la actual situación emergente producto de la pandemia por Coronavirus. MÉTODO. Este estudio utilizó un enfoque cualitativo, el cual se realizó mediante entrevistas semiestructuradas. Los participantes fueron 10 profesores de Educación Secundaria. RESULTADOS. Los profesores declaran que: su rol se centra en las necesidades emocionales de la comunidad escolar; requieren adquisición de competencias tecnológicas; la Priorización Curricular no tiene lineamiento para ningún tipo de establecimiento, todos actúan de acuerdo a las necesidades del contexto; su retroalimentación llega sólo a estudiantes con acceso a internet; sus emociones son principalmente pe...

Research paper thumbnail of Construction and psychometric characteristics of the self-concept scale of interaction in the classroom

Psicothema, 2015

Both construction and psychometric characteristics of a self-concept scale associated with observ... more Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented. A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in the study. The scale was constructed, including a theoretical review of the construct, pilot application with students and interjudge reliability. For the study of psychometric characteristics, exploratory factorial analysis (EFA), confirmatory factorial analysis (CFA), factorial invariance and recurrent validity were performed. A self-report instrument with 22 items shows a three-factor structure, with an explained variance of 44.71% and a high level of fi t for the model. CFA in two different samples showed fi t indicators for configural invariance. It also has concurrent validity. The scale has good psychometr...

Research paper thumbnail of Promoting ASC in the primary education classroom: The role of teacher training

International Journal of School & Educational Psychology

Research paper thumbnail of Propiedades Psicométricas de la Escala Experiencias de Estudiantes Universitarios en la Educación en Línea

Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica

Research paper thumbnail of Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario

Frontiers in Education

After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teac... more After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.

Research paper thumbnail of Disadvantaged students increase their academic performance through collective intelligence exposure in emergency remote learning due to COVID 19

ArXiv, 2022

Cristian Candia , Alejandra Maldonado-Trapp , Karla Lobos, Fernando Peña, and Carola Bruna Data S... more Cristian Candia , Alejandra Maldonado-Trapp , Karla Lobos, Fernando Peña, and Carola Bruna Data Science Institute, Facultad de Ingenieŕıa, Universidad del Desarrollo, Las Condes, 7610658, Chile. Laboratorio de Investigación e Innovación Educativa, IDECLAB, Dirección de Docencia, Universidad de Concepción, Concepción, 4070383, Chile Northwestern Institute on Complex Systems (NICO), Northwestern University, Evanston, IL 60208, United States Departamento de F́ısica, Facultad de Ciencias F́ısicas y Matemáticas, Universidad de Concepción, Concepción, Chile Departamento de Bioqúımica y Bioloǵıa Molecular, Facultad de Ciencias Biológicas, Universidad de Concepción, Concepción, Chile

Research paper thumbnail of Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary

International Journal of Educational Methodology

This work describes the design and validation of a questionnaire to assess the expectations of hi... more This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

Research paper thumbnail of Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students

Frontiers in Psychology

Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods w... more Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance ach...