Vol. 22 Núm. 2 (2024): Entre Algoritmos y Dataficación. Desafíos para la Construcción de un Sistema Educativo Democrático y Transformador en la Sociedad Digital
Artículos

Edu-Track+: Mejorando Motivación Académica Intrínseca y Rendimiento Académico Universitario en Aulas Hyflex

Angel Deroncele-Acosta
Biografía
Publicado 7 abril 2024

Palabras clave:

Motivación, Rendimiento, Aulas, Universidad, Eficacia
Cómo citar
Deroncele-Acosta, A. (2024). Edu-Track+: Mejorando Motivación Académica Intrínseca y Rendimiento Académico Universitario en Aulas Hyflex. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 22(2), 9–32. https://doi.org/10.15366/reice2024.22.2.001

Resumen

En el contexto de la creciente digitalización de la educación superior, los sistemas educativos datificados han impulsado la introducción de tecnologías de seguimiento personal, conocidas como self-tracking, sin embargo, poco se ha avanzado en investigar su potencial para monitorear dedicación al estudio, organización de recursos didácticos y aportación académica. El objetivo es explorar el potencial del Edu-Track+ (experiencia self-tracking) como una estrategia efectiva para mejorar la motivación académica (MAC) y el rendimiento académico universitario (RAU). Se desarrolló un estudio cuantitativo, experimental y longitudinal; participaron 215 estudiantes de doctorado; se aplicó la escala MAC, y escala RAU, antes y después de la experiencia formativa “Edu-Track+” (pre-test/post-test). Los resultados indican que los estudiantes que alcanzaron un nivel avanzado de Self-tracking mostraron un aumento significativo en su motivación académica intrínseca y su RAU, en comparación con los que obtuvieron un nivel básico. Además, se reveló una correlación positiva muy fuerte entre MAC y RAU. El self-tracking puede ser una estrategia formativa efectiva para optimizar el potencial formativo en sistemas educativos datificados, mostrando también su aplicabilidad para el monitoreo de la salud y el bienestar, siendo importante considerar aspectos éticos en su implementación, y brindar capacitación a los actores educativos para garantizar su efectividad.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192

Athens, W. (2023). Self-regulation, motivation, and outcomes in HyFlex classrooms. Educational Technology Research and Development, 71(4), 1765-1783. https://doi.org/10.1007/s11423-023-10243-y

Barrera, J. J. y Miranda, D. R. (2023). El cuerpo como archivo. La datificación de los afectos y la subjetividad en Ansibles, perfiladores y otras máquinas de ingenio de Andrea Chapela. Estudios de Teoría Literaria, 12(27), 9-21.

Bastidas-Chalán, R., Mantilla-Morales, G., Vinueza-Escobar, F. y Coronel-Guerrero, C. (2023). Statistical analysis of university academic performance in the area of exact sciences, before and during the covid-19 pandemic. Communications in Computer and Information Science, 1757, 191-202. https://doi.org/10.1007/978-3-031-24978-5_17

Belavi, G., Murillo, F. J. (2020). Democracia y justicia social en las escuelas: Dimensiones para pensar y mejorar la práctica educativa. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(3), 5-28. https://doi.org/10.15366/reice2020.18.3.001

Bronkhorst, L. H. y De Kleijn, R. A. M. (2016). Challenges and learning outcomes of educational design research for PhD students. Frontline Learning Research, 4(3), 75-91. https://doi.org/10.14786/flr.v4i3.198

Burgueño, R., Sicilia, A., Medina-Casaubón, J., Alcaraz-Ibáñez, M. y Lirola, M.-J. (2017). Revisión de la escala de motivación educativa. Inclusión de la regulación integrada para medir la motivación en la formación inicial del profesorado. Anales de Psicología, 33(3), 670-679. https://doi.org/10.6018/analesps.33.3.249601

Caleon, I. S., Wui, M. G. L., Tan, J. P.-L., Chiam, C. L., Soon, T. C. y King, R. B. (2015). Cross-cultural validation of the academic motivation scale: A Singapore investigation. Child Indicators Research, 8(4), 925-942. https://doi.org/10.1007/s12187-014-9298-7

Coromina, L., Capó, A., Guia, J. y Coenders, G. (2011). Effect of background, attitudinal and social network variables on PhD students’ academic performance. A multimethod approach. Estudios sobre Educación, 20, 233-253. https://doi.org/10.15581/004.20.4559

Davoglio, T. R., Dos Santos, B. S. y Lettnin, C. da C. (2016). Validity of academic motivation scale for the Brazilian higher education students. Ensaio, 24(92), 522-545. https://doi.org/10.1590/S0104-40362016000300002

de Jager, P., Lubbe, I. y Papageorgiou, E. (2018). The South African chartered accountant academic: Motivations and challenges when pursuing a doctoral degree. Meditari Accountancy Research, 26(2), 263-283. https://doi.org/10.1108/MEDAR-03-2017-0125

Deroncele-Acosta, A., Palacios-Núñez, M. L. y Toribio-López, A. (2023). Digital transformation and technological innovation on higher education post-covid-19. Sustainability, 15, 2466. https://doi.org/10.3390/su15032466

Do?an, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20, 553-561. https://doi.org/10.1080/09720073.2015.11891759

Guay, F., Morin, A. J. S., Litalien, D., Valois, P. y Vallerand, R. J. (2015). Application of exploratory structural equation modeling to evaluate the academic motivation scale. Journal of Experimental Education, 83(1), 51-82. https://doi.org/10.1080/00220973.2013.876231

Guevara-Otero, N., Diaz-Iglesias, S. y Cuevas-Molano, E. (2023). The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies. Intangible Capital, 19(1), 69-91. https://doi.org/10.3926/ic.2110

Heilporn, G. y Lakhal, S. (2021). Converting a graduate-level course into a HyFlex modality: What are effective engagement strategies?. The International Journal of Management Education, 19,100454. https://doi.org/10.1016/J.IJME.2021.100454

Hilliger, I., Miranda, C., Schuit, G. y Pérez-Sanagustín, M. (2021). Self-tracking time-on-task: web-based weekly timesheets for higher education students. Lecture Notes in Computer Science, 12884, 430-434. https://doi.org/10.1007/978-3-030-86436-1_49

Holloway, J. (2020). Accountability dos professores, datification, e avaliação: Um caso para reinventar a escolarização. Education Policy Analysis Archives, 28, 56. https://doi.org/10.14507/EPAA.28.5026

Howell, E. (2022). HyFlex model of higher education: Understanding the promise of flexibility. On the Horizon, 30(4), 173-181. https://doi.org/10.1108/OTH-04-2022-0019

Ibrahim, M., Baharun, H., Harun, H. y Othman, N. (2018). Antecedents of intrinsic motivation, metacognition and their effects on students’ academic performance in fundamental knowledge for matriculation courses. Malaysian Journal of Learning and Instruction, 14(2), 211-246. https://doi.org/10.32890/MJLI2017.14.2.8

Ilies, R., Morgeson, F. P. y Nahrgang, J. D. (2005). Authentic leadership and eudaemonic well-being: Understanding leader-follower outcomes. Leadership Quarterly, 16(3), 373-394. https://doi.org/10.1016/j.leaqua.2005.03.002

Jeno, L., Danielsen, A. y Raaheim, A. (2018). A prospective investigation of students’ academic achievement and dropout in higher education: A self-determination theory approach. Educational Psychology, 38, 1163-1184. https://doi.org/10.1080/01443410.2018.1502412

Kirkagac, S. y Oz, H. (2017). The role of academic motivation in predicting preservice EFL teachers’ achievement. Journal of Language and Linguistic Studies, 13(2), 96-108.

Kohnke, L. y Moorhouse, B. L. (2021). Adopting HyFlex in higher education in response to covid-19: Students’ perspectives. Open Learning, 36(3), 231-244. https://doi.org/10.1080/02680513.2021.1906641

Kotera, Y., Conway, E. y Green, P. (2023). Construction and factorial validation of a short version of the academic motivation scale. British Journal of Guidance and Counselling, 51(2), 274-283. https://doi.org/10.1080/03069885.2021.1903387

Levy, S. y Campbell, H. (2008). Student motivation: Premise, effective practice and policy. Australian Journal of Teacher Education, 33(5), 14-28. https://doi.org/10.14221/AJTE.2008V33N5.2

Lope Salvador, L., Mamaqi, X. y Vidal Bordes, F. J. (2020). Inteligência artificial: Desafios teóricos, formativos e comunicativos da datificação. Icono14, 18(1), 58-88. https://doi.org/10.7195/RI14.V18I1.1434

Lynch, M. F., Salikhova, N. R. y Salikhova, A. B. (2018). Internal motivation among doctoral students: Contributions from the student and from the student’s environment. International Journal of Doctoral Studies, 13, 255-272. https://doi.org/10.28945/4091

Maani, D., Alnusairat, S. y Al-Jokhadar, A. (2021). Transforming learning for architecture: online design studio as the new norm for crises adaptation under covid-19. Open House International, 46(3), 348-358. https://doi.org/10.1108/ohi-01-2021-0016

Malinauskas, R. K. y Pozeriene, J. (2020). Academic motivation among traditional and online university students. European Journal of Contemporary Education, 9(3), 584-591. https://doi.org/10.13187/ejced.2020.3.584

Malkoç, A. y Mutlu, A. K. (2018). Academic self-efficacy and academic procrastination: Exploring the mediating role of academic motivation in Turkish university students. Universal Journal of Educational Research, 6(10), 2087-2093. https://doi.org/10.13189/ujer.2018.061005

Martínez-Garrido, C. y Murillo, F. J. (2016). Investigación Iberoamericana sobre enseñanza eficaz. Revista Mexicana de Investigacion Educativa, 21(69), 471-499

Martínez-Garrido, C. y Murillo, F. J. (2024). Collaboration in research groups through social network analysis. Revista Colombiana de Educacion, 90, 80-101. https://doi.org/10.17227/rce.num90-14492

Molinero, R., Zayas, A., Ruiz-González, P. y Guil, R. (2018). Optimism and resilience among university students. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 1(1), 147-154. https://doi.org/10.17060/ijodaep.2018.n1.v1.1179

Mondragón Barrera, M. A. (2014). Uso de la correlación de spearman en un estudio de intervención en fisioterapia. Movimiento Científico, 8(1), 98-104. https://doi.org/10.33881/2011-7191.mct.08111

Murillo, F. J., Martínez-Garrido, C. y Belavi, G. (2017). Sugerencias para escribir un buen artículo científico en educación. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación, 15(3), 11-21. https://doi.org/10.15366/reice2017.15.3.001

Nawa, N. y Yamagishi, N. (2021). Enhanced academic motivation in university students following a 2-week online gratitude journal intervention. BMC Psychology, 9(1), 71. https://doi.org/10.1186/s40359-021-00559-w

Ndlovu T. A. y Merisi P. O. (2022). Hyflex Teaching and learning: An alternative modality for meaningful engagement and epistemological access in South African higher education. E-Journal of Humanities, Arts and Social Sciences, 3(6), 199-212. https://doi.org/10.38159/ehass.2022361

Novikova, I. y Bychkova, P. (2022). Attitudes towards digital educational technologies, academic motivation and academic achievements among Russian university students. Communications in Computer and Information Science, 1503, 280-293. https://doi.org/10.1007/978-3-030-93715-7_20

Preciado-Serrano, M. de L., Ángel-González, M., Colunga-Rodríguez, C., Vázquez-Colunga, J. C., Esparza-Zamora, M. A., Vázquez-Juárez, C. L. y Obando-Changuán, M. P. (2021). Construcción y validación de la escala RAU de rendimiento académico universitario. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 60(3), 5-14. https://doi.org/10.21865/RIDEP60.3.01

Saura, G. y Bolívar, A. (2019). Sujeto académico neoliberal: Cuantificado, digitalizado y bibliometrificado. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educacion, 17(4), 9-26. https://doi.org/10.15366/REICE2019.17.4.001

Shanachilubwa, K., Sallai, G. y Berdanier, C. G. P. (2023). Investigating the tension between persistence and well-being in engineering doctoral programs. Journal of Engineering Education, 112(3), 587-612. https://doi.org/10.1002/jee.20526

Shek, D.T.L., Zhu, X., Li, X. y Dou, D. (2022). Satisfaction with HyFlex teaching and law-abiding leadership education in Hong Kong university students under covid-19. Applied Research in Quality of Life, 17(5), 2833-2858. https://doi.org/10.1007/s11482-022-10040-4

Tasgin, A. y Coskun, G. (2018). The relationship between academic motivations and university students' attitudes towards learning. International Journal of Instruction, 11(4), 935-950. https://doi.org/10.12973/iji.2018.11459a

Torenbeek, M., Jansen, E. y Suhre, C. (2013). Predicting undergraduates' academic achievement: the role of the curriculum, time investment and self-regulated learning. Studies in Higher Education, 38(9), 1393-1406. https://doi.org/10.1080/03075079.2011.640996

Tóth-Király, I., Orosz, G., Dombi, E., Jagodics, B., Farkas, D. y Amoura, C. (2017). Cross-cultural comparative examination of the Academic Motivation Scale using exploratory structural equation modeling. Personality and Individual Differences, 106, 130-135. https://doi.org/10.1016/j.paid.2016.10.048

Widayanti, R., Madenda, S., Wibowo, E. P. y Anwar, K. (2023). SOM-SIS approach to auto summary of clustering results on university academic performance. Telkomnika, 21(1), 104-112. https://doi.org/10.12928/TELKOMNIKA.v21i1.24238

Williams, P. E., Wall, N. y Fish, W. (2019). Mid-career adult learners in an online doctoral program and the drivers of their academic self-regulation: The importance of social support and parent education level. International Review of Research in Open and Distance Learning, 20(1), 64-78. https://doi.org/10.19173/irrodl.v20i1.3789

Williams-Shakespeare, E. S., Bronteng, J. E. y Alahmari, A. (2018). Interpersonal hardiness as a critical contributing factor to persistence among international women in doctoral programs: A trioethnographic study. The Qualitative Report, 23(8), 1799-1821. https://doi.org/10.46743/2160-3715/2018.3065

Yu, D., Zhou, X., Pan, Y., Niu, Z., Yuan, X. y Sun, H. (2023). University Academic Performance Development Prediction Based on TDA. Entropy, 25(1). https://doi.org/10.3390/e25010024

Zhang, B., Li, Y. M., Li, J., Li, Y. y Zhang, H. (2016). The revision and validation of the academic motivation scale in China. Journal of Psychoeducational Assessment, 34(1), 15-27. https://doi.org/10.1177/0734282915575909