La influencia de las guías docentes sobre el aprendizajeun estudio cualitativo exploratorio sobre las percepciones de los estudiantes universitarios.

  1. Pedro Araújo Pinzón 1
  2. Aida Sánchez Sánchez
  3. José Manuel Sánchez Vázquez 2
  4. María Luisa Vélez Elorza 1
  1. 1 Departamento de Economía Financiera y Contabilidad. Universidad de Cádiz (España)
  2. 2 Departamento de Organización de Empresas. Universidad de Cádiz (España)
Revista:
Educade: revista de educación en contabilidad, finanzas y administración de empresas

ISSN: 2173-478X

Ano de publicación: 2023

Número: 14

Páxinas: 41-57

Tipo: Artigo

DOI: 10.12795/EDUCADE.2023.I14.03 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Educade: revista de educación en contabilidad, finanzas y administración de empresas

Resumo

Syllabi are didactic tools formally developed aiming to rule the development of the subject and to inform and guide students, therefore constituting an important instrument for the development of learning-based teaching. However, syllabi can be designed in such a way that they pressure or coercive students, being more a control tool than a learning one, or be designed to allow or facilitate the development of learning by students themselves. The present research carries out an exploratory qualitative study in five compulsory subjects of the third year of the Degree in Business Administration of the University of Cádiz, examining the students’ impressions about the effect that syllabi have on their learning process. Results suggest that syllabi should be more oriented towards student learning, since only two of the five subjects show a clear focus on student-centred learning. The evidence shows that students demand the skills and learning outcomes are written more clearly and are more aligned to evaluation activities, as well as having a detailed schedule that helps them in the development of their personal learning process. Lastly, results also suggest that the teaching style influences how the students interpret the syllabus.

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Fonte de datos: Dialnet