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Formative learning and its characteristics applied in the classroom in university students.
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Formative learning and its characteristics applied in the classroom in university
students
El aprendizaje formativo y sus características aplicadas dentro del aula de clases en
estudiantes universitarios
Aprendizagem formativa e as suas características aplicadas na sala de aula para
estudantes universitários
Irma Gardenia Ortega Tapia
Public Accountant, Universidad Técnica Estatal de Quevedo - Ecuador, Los Ríos Quevedo,, Los
Ríos. iortega@uteq.edu.ec, https://orcid.org/0000-0003-4450-0157
Gina del Pilar Rendón Guerra
Master's Degree in Business Management, Universidad Técnica Estatal de Quevedo - Ecuador,
Los Ríos Quevedo, grendon@uteq.edu.ec. https://orcid.org/0000-0002-7143-1479
Ruth Elizabeth Racines Macias
Master in Business Administration, Mention in Human Resources and Marketing, Universidad
Técnica Estatal de Quevedo - Ecuador, Los Ríos Quevedo, eracines@uteq.edu.ec,
https://orcid.org/0000-0001-5424-2943
Karina Alexandra Plúa Panta
Master's Degree in Distance and Open Education, Universidad Técnica Estatal de Quevedo -
Ecuador, Los Ríos Quevedo, kplua@uteq.edu.ec, https://orcid.org/0000-0003-3738-3749
Received March, 2021 - Approved July 2022
Revista Iberoamericana de la Educación
Vol - 6 No. 4, October - December 2022
e-ISSN: 2737-632x
Pgs 1-13
Abstract: Formative learning is considered as part of the improvement of
the education process in students at the university and thus develop their
skills in their profession, the present research topic aims to identify how the
formative learning process is performed and what are the characteristics
applied in the classroom, sampling was performed by selecting 369 students,
with the application of a structured survey with 10 closed questions, 86%
like to update their knowledge and this has allowed 71% of students to learn
management of reliable sources and the application of APA standards.
Key words: learning, formative, perception, students, learning.
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Formative learning and its characteristics applied in the classroom in university students.
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Resumen: El aprendizaje formativo es considerado como parte del
mejoramiento del proceso de educación en los estudiantes en la universidad
y de esta manera desarrollar sus habilidades en su profesión, el presente
tema de investigación tiene como objetivo identificar como se realiza el
proceso de aprendizaje formativo y cuáles son las características aplicadas
en el aula de clases, se realizó muestreo seleccionando 369 alumnos, con la
aplicación de una encuesta estructurada con 10 preguntas cerradas, el 86%
le gusta actualizar sus conocimientos y esto ha permitido que el 71% de los
estudiantes aprendan manejo de fuentes confiables y la aplicación de normas
APA.
Palabras clave: aprendizaje, formativo, percepción, estudiantes, aprendizaje.
Resumo: A aprendizagem formativa é considerada como parte da melhoria
do processo educativo nos estudantes da universidade e assim desenvolver
as suas competências na sua profissão, este tópico de investigação visa
identificar como é feito o processo de aprendizagem formativa e quais são
as características aplicadas na sala de aula, a amostragem foi feita através
da selecção de 369 estudantes, com a aplicação de um inquérito estruturado
com 10 perguntas fechadas, 86% gostam de actualizar os seus
conhecimentos e isto permitiu que 71% dos estudantes aprendessem a
gestão de fontes fiáveis e a aplicação das normas da APA.
Palavras-chave: aprendizagem, formativa, percepção, estudantes,
aprendizagem.
INTRODUCTION
Learning disabilities are a generic term that refers to a heterogeneous group
of disorders, manifested by significant difficulties in the acquisition of
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general knowledge from the basics to the updating of a described scientific
subject. These disorders are intrinsic to the individual, and presumably due to
a dysfunction of the nervous system, and may continue throughout the life
process. They can manifest themselves in different actions at the moment of
intervening in an educational and social way, these facts do not interfere in
the way of learning and focusing on the acquired knowledge. Although
learning disabilities may occur concomitantly with other disabling conditions
(e.g. sensory deficit, mental retardation, severe emotional disorders) or with
extrinsic influences. (Arranz, 2013). Learning is one of the spaces that best
supports training, and allows the production of knowledge about its practice
and, based on this, the generation of knowledge and its transformation. The
most valuable impact that educational and pedagogical research can have is
to educate its own actors and, consequently, to contribute to the
transformation of their practice. (Oviedo PE, 2014). For this study, formative
learning is understood as that oriented to academic and professional training
within a defined curricular framework. The research modality is differentiated
by its pedagogical purpose, that is, to improve the teaching-learning
processes, and to develop the objects of a study that are previously
determined, and finally, because it can be placed within the teaching function
of the university professor. (Restrepo, 2003). Nowadays there are radical
changes in training, research and preception of knowledge acquired by
students, nowadays the increase of quality in training seeks to develop skills
and methods of perception, for this it must be understood that research goes
hand in hand with academic training and how the influence on studies, with
current approaches and methodologies. At the State Technical University of
Quevedo, the teaching processes to students is done through constant research
and practice of circumstances and phenomena that occur in daily life when
developing the profession, each career encompasses many important factors
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for excellence in professional performance, in the first point is the academic
training where processes of criticism, reflection and participation of topics of
interest according to the subject is performed. Regarding the formative
learning of the students of the university, it is expected to obtain good results,
since research benefits the professionalism of the students, and contributes to
the knowledge and the quality of development of their professional activities.
This research corresponds to a quantitative, descriptive, cross-sectional study,
a purposive sampling of the students of the university was carried out,
selecting a random sample of 369, where a structured survey with 10 closed
questions was applied, 77% of the students know about formative learning,
97% did not know how to prepare a research project, 86% of the students
have attended seminars, while 14% have not, 100% state that teachers require
them to conduct research, 86% like to update their knowledge and this has
allowed 71% of the students to learn how to handle reliable sources and the
application of APA norms, 100% affirms that formative learning improved
their quality of knowledge, and that the execution of research projects
reinforces their specialization, practice and improve learning in the
professional career. It was concluded that when starting the university career,
seminars, research activities, project development are included, these
processes are decisive for the student to create a continuous formation, and
also help the development of skills, better analysis of information and
development of knowledge, the influence of formative learning allows
students to know how to develop an excellent application of research methods
and develop the general learning of their professional career.
Higher education with its learning options both fiscal and particular, lead to
develop internal strategies to guide in teaching the student. Traditional
strategies do not allow responding to the formative needs of current university
students, given the democratization of university enrollment, the diversity in
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the composition of the student body and the need for greater accompaniment
to guide their deep learning (Biggs, 2018). The challenge for educators is to
transmit the learning process using strategies that allow an investigative
approach and develop student participation in class.
In order to build the learning process, an active participation between student-
teacher must be built, this helps to develop the activities in the classroom and
to carry out mutual study collaborations. It is really learned when contexts are
generated that impel the student to orient his process from a deep approach
(Rué, 2017).
Learning approaches - shallow or deep - refer to ways of learning a task and
not to learner characteristics (Biggs, 2018). A student's adoption of a
particular learning style does not depend exclusively on his or her personal
characteristics, but is directly linked to the formative relationship, since the
organization of activities may generate more or less personal activation (Rué,
2017).
For learning to be a form of daily inquiry and curiosity on the part of the
student requires interesting actions on the part of the teacher to create a
continuous teaching environment. The teacher acquires the competencies to
create and orchestrate complex learning environments, incorporating students
in activities where they can build knowledge in environments of social and
personal interaction; fostering collaboration, reflection, analysis and criticism
with the ability to monetize the different spaces where knowledge is produced
(UNESCO, 2014). The insertion of ICT in teaching demands a professional
competent in knowing what information is needed and how to apply it, a
designer of learning environments mediated by ICT with the ability to take
advantage of the different spaces where knowledge is produced. (UNESCO,
2014).
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The new generation is involved to the maximum with learning through
technology, using the mastery of different devices, and the famous internet,
this comprises the famous digital era. They are characterized by surpassing
their teachers/adults in the mastery of technologies and have easier access to
data, information and knowledge circulating on the network; they live in a
culture of interaction and their communicational paradigm is based on
interactivity by using an instantaneous and customizable medium such as the
Internet (Oblinger, 2015).
The authors (Garcia & Escofet, 2017)emphasize the differentiated use of
technologies by young people. Their conclusion is that they use ICTs to live,
but not to learn or develop in the practical tasks of educational work. They
possess technological skills that they use in social and leisure activities, but
they are not able to transfer them directly to their learning processes and
knowledge construction. The use of ICT is a great help to improve students'
learning and to develop their research capacity, since technology provokes
updating and curiosity to learn more about a pedagogical topic.
Formative learning in higher education is a pedagogical issue-problem, it
addresses, in fact, the problem of the teaching-research relationship or the role
of the teacher (Gutierrez, 2008)This problem places us in the field of teaching
strategies and specifically evokes the investigative teaching or learning by
discovery, this arises as a problem in educational and didactic pedagogy, for
which teaching strategies must be established, since its presence is
consubstantial, as already suggested, to one of the major aspects or teaching
strategies: learning by discovery and construction. (Gómez, 2017).
Learning, as mentioned by the authors Rochina, Ortiz and Paguay in their
article "The methodology of teaching and learning in higher education",
cannot be separated from teaching. (Rochina, Ortiz, & Paguay, 2020) to
ensure that learning achieves autonomy in the teaching/learning process is a
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great challenge for teachers, since we are convinced that meaningful learning
implies that the student actively participates and relates what is learned with
previous knowledge, encompassing both perception and feelings, this is
achieved with a comprehensive education that provides knowledge, skills and
attitudes that allow him/her to be a competent individual in personal,
professional and social areas. (Fondo, 2020).
MATERIALS AND METHODS
This research corresponds to a quantitative, descriptive, cross-sectional study,
purposive sampling was performed, selecting a random sample of 369
students. (Díaz Barriga, 2014)The sample of 369 students of the university
was selected randomly, all students enrolled at the State Technical University
of Quevedo in the current period.
A structured survey with 10 closed questions was applied. (Hernández
Sampieri, 2018), to identify whether they have participated in workshops and
research projects where learning, research, characteristics, benefits and
implementation of the knowledge acquired in the different subjects taught
will be measured and how it helps the improvement of their professional
career.
The population is the students of the institution with a total of 9429 students
of the Quevedo State Technical University.
The sample was obtained using the following formula:
𝑛 =
N × 𝑍
!"
#
× 𝑝 × 𝑞
𝑑
#
× (𝑁 − 1)+𝑍
!""
#
× 𝑝 × 𝑞
N: Population (9429)
Z: Confidence level (1.96)
p: probability of success (0.5)
q: probability of failure (0.5)
E: sampling error (0.05)
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n =
9429&
(
1,96
)
!
(0,50)(0,50)
(0,05)
!
(
9429 − 1
)
+
(
1,96
)
!
(0,50)(0,50)
n =
9429&(3,8416)(0,25)
0,0025&
(
9428
)
+ (3,8416)(0,25)
n =
9055,6116
23,57 + 0,9604
n =
9055,6116
24,5304
𝐧 = 𝟑𝟔𝟗
The sample is given with a stratified probability sampling resulting in 369
students for the application of the survey.
Dialectical - Materialistic; The problem is understood within the educational
and structural context. (Ruiz Olabuénaga, 2016)of the university taking into
account the students' perceptions of formative learning, determining the
different aspects involved in the formation of the student.
Analytical - Synthetic; I facilitated to carry out the discussion of results to
contrast the degree of veracity of the hypotheses. (Pineda, de Alvarado O, &
de Canales, 2014), the synthetic method helped the integration of the most
important results and thus obtain the conclusions of the research of the
proposed topic.
Statistical - Descriptive; It was used to quantify and qualify the information
obtained from the students on the formative learning perspective, using tables
and graphs for the analysis of the results. (Mejía Mejía, 2005)
Interpretative; The assumptions and purposes guiding the research led us to
choose this perspective focused on the search for meanings in order to
understand education from the words of the subjects involved. The approach
to the knowledge of the meanings constructed by young people and adults
around the educational, involves the choice of strategies and means for
obtaining descriptive data where each subject of the research provides a
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valuable perspective in relation to their beliefs, thoughts, ideas, assessments,
etc, the interpretive paradigm becomes the theoretical and methodological
framework from which to describe, interpret and understand the data. (Ruiz
Olabuénaga, 2016)..
RESULTS
According to the research applied to the students of the State Technical
University of Quevedo, it was identified that 77% of the students know about
formative learning since the teachers have applied it since the beginning of
their professional career, when entering the university 97% of the students
did not know how to develop a research project, so it is a high percentage of
ignorance of one of the most important tools of research, 86% of the students
have attended seminars during their career, while 14% have not done so
perhaps due to economic factors or a special case, While 14% have not done
so, perhaps due to economic factors or some special case, since the
Universities constantly train students by offering this type of educational
tools, while 100% state that teachers require them to do research constantly,
both practical and theoretical to reinforce their knowledge, it can be seen that
86% like to update their knowledge by researching different sources of
information in their specialty such as books, magazines, etc., This has allowed
71% of the students to learn how to handle reliable sources and the application
of APA norms for their research work. 100% of the respondents affirmed that
formative learning improved their quality of knowledge, and that the
execution of research projects reinforces their specialization, practice and
research, all these factors improve learning in their professional careers.
In higher education it is necessary to provide learning experiences to students,
it allows to develop and improve teaching methods, improve the quality of
education and from care management contribute to the cost - benefit of the
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care provided. It is a process that validates and improves existing knowledge
and generates new knowledge that influences practice. (Ariza, 2014)With the
results of this research, it was proven that formative learning from the
beginning of a professional career helps to improve both traditional and
modern tools such as ICTs used for practice and nurtures the knowledge of
the chosen profession. (Guerrero, 2014)Formative learning is also necessary
to generate knowledge about education, administration, health services,
attributes and roles of everyday research. The contributions of these studies
influence practice and thus contribute to the enrichment of the discipline's
body of knowledge. (Ariza, 2014)In all the careers, seminars, workshops and
constant practice are needed to perfect the skills for this, these procedures
must be inculcated constantly, based on the research, the majority of students
practice and are actively conducting research and developing their topics of
interest for their careers. In response to the descriptive category usefulness of
research training, all the units of meaning are related to generic competencies,
of which reading and critical thinking stand out, these allow a significant
professional advancement to deploy disciplinary activities in areas such as
education and bibliographic search among others; also the findings coincide
with the stipulation that by encouraging critical thinking it allows then to
generate a reflective judgment. (González J, 2004). The scientific production
of knowledge should be a permanent concern among professionals of any
educational discipline, since it constitutes one of the indispensable
mechanisms to achieve improvements in the development of practice, enrich
knowledge and qualify the service being provided to society. (Angeles, 2013).
In this aspect, the results show a tendency to highlight the importance of
formative learning to contribute to making their scientific knowledge more
visible. (Do Prado M, 2011).
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CONCLUSIONS
Formative learning improves the research processes and knowledge of
students at the Quevedo State Technical University, at the beginning of the
university career, seminars, research activities, development of research
projects are included, these processes are crucial for the student to create a
continuous training, it also helps the development of skills, better analysis of
information and development of knowledge. The opinions of the students
regarding the benefits of putting into practice what they have learned are
described as useful for the improvement of the process of their studies, in the
investigative, practical and theoretical aspects, since with the skills adopted
by the process they improve the quality of knowledge. The influence of
formative learning allows students to know how to elaborate an excellent
application of research methods and develop the general learning of their
professional career.
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