Experiencias de Estudiantes En Ingeniería: ¿Qué se ha Publicado desde Iberoamérica?
DOI:
https://doi.org/10.21664/2238-8869.2023v12i1.p210-226Palavras-chave:
experiencia de los estudiantes, educación en ingeniería, Iberoamérica, producción científica, tendenciasResumo
El objetivo de este artículo es identificar las tendencias en la producción científica iberoamericana en relación a las experiencias de los estudiantes de ingeniería. Para esto se realizó un análisis bibliométrico y de contenido de los artículos publicados en aquellas revistas indexadas en WoS desde enero de 1995 hasta junio de 2022. Los hallazgos muestran: 1) una tendencia al alza en los artículos publicados a través del tiempo, 2) un liderazgo de España en la generación de conocimiento, 3) altos niveles de colaboración científica internacional, y 4) dos temas principales de investigación: “Tecnología como facilitador del proceso de enseñanza-aprendizaje” y “Enfoques, métodos e iniciativas alternativas de enseñanza”. Se concluye que, cuando se habla de experiencias estudiantiles, en ingeniería se asocia principalmente el proceso formativo, entendido como los enfoques, métodos e iniciativas que emergen como alternativas a los métodos tradicionales. El aprendizaje activo, fuertemente asociado a la búsqueda del pensamiento crítico, así como el uso de las tecnologías, son aspectos principalmente destacados.
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Castedo R, López LM, Chiquito M, Navarro J, Cabrera JD, Ortega MF 2019. Flipped classroom—comparative case study in engineering higher education. Computer Applications in Engineering Education 27(1): 206-216.
Catalán Martínez E, Aparicio de Castro G 2017. Interpretation of the «Student Engagement» paradigm in Spain (a bibliometric review). Revista Tecnología, Ciencia y Educación (6): 49-60.
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Garris R, Ahlers R, Driskell JE 2002. Games, motivation, and learning: A research and practice model. Simulation & Gaming 33(4): 441-467.
Giménez AR, Martín-Vaquero J, Rodríguez-Martín M 2022. Analysis of industrial engineering students’ perception after a multiple integrals-based activity with a fourth-year student. Mathematics 10(10): 1-16.
González Fernández MO, Huerta Gaytán P 2019. Experiencia del aula invertida para promover estudiantes prosumidores del nivel superior. RIED-Revista Iberoamericana de Educación a Distancia 22(2): 245-263.
Granda-Orive JI, Alonso-Arroyo A, García-Río F, Solano-Reina S, Jiménez-Ruiz CA, Aleixandre-Benavent R 2013. Ciertas ventajas de Scopus sobre Web of Science en un análisis bibliométrico sobre tabaquismo. Revista Española de Documentación Científica 36(2): 1-9.
Groccia JE 2018. What is student engagement?. New Directions for Teaching and Learning 2018(154): 11-20.
Gustavsson I, Nilsson K, Zackrisson J, Garcia-Zubia J, Hernandez-Jayo U, Nafalski A, Nedic Z, Gol O, Machotka J, Pettersson MI, Lago T, Hakansson L 2009. On objectives of instructional laboratories, individual assessment, and use of collaborative remote laboratories. IEEE Transactions on Learning Technologies 2(4): 263-274.
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Hake RR 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66(1): 64-74.
Hamari J, Koivisto J, Sarsa H 2014. Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences. IEEE, p. 3025-3034.
Hartikainen S, Rintala H, Pylväs L, Nokelainen P 2019. The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences 9(4): 2-19.
Hmelo-Silver CE 2004. Problem-based learning: What and how do students learn?. Educational Psychology Review 16(3): 235-266.
Hodge DR, Lacasse JR 2011. Evaluating journal quality: Is the H-index a better measure than impact factors?. Research on Social Work Practice 21(2): 222-230.
Hong S, Park T, Choi J 2020. Analyzing research trends in university student experience based on topic modeling. Sustainability 12(9): 1-11.
Huang Y, Zhu D, Lv Q, Porter AL, Robinson DK, Wang X 2017. Early insights on the Emerging Sources Citation Index (ESCI): An overlay map-based bibliometric study. Scientometrics 111(3): 2041-2057.
Jara CA, Candelas FA, Puente ST, Torres F 2011. Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory. Computers & Education 57(4): 2451-2461.
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Lima RM, Andersson PH, Saalman E 2017. Active learning in engineering education: A (re)introduction. European Journal of Engineering Education 42(1): 1-4.
Liu Y, Pásztor A 2022. Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity 45: 1-21.
Marques MA, Viegas MC, Costa-Lobo MC, Fidalgo AV, Alves GR, Rocha JS, Gustavsson I 2013. How remote labs impact on course outcomes: Various practices using VISIR. IEEE Transactions on Education 57(3): 151-159.
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Mason GS, Shuman TR, Cook KE 2013. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education 56(4): 430-435.
Mas-Tur A, Kraus S, Brandtner M, Ewert R, Kürsten W 2020. Advances in management research: A bibliometric overview of the Review of Managerial Science. Review of Managerial Science 14(5): 933-958.
Mills JE, Treagust DF 2003. Engineering education: Is problem-based or project-based learning the answer. Australasian Journal of Engineering Education 3(2): 2-16.
Montero E, Gonzalez MJ 2008. Student engagement in a structured problem-based approach to learning: A first-year electronic engineering study module on heat transfer. IEEE Transactions on Education 52(2): 214-221.
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Pedraja-Rejas L, Rodríguez-Ponce E, Muñoz-Fritis C 2021. Gobernanza y calidad en la educación superior: Una descripción bibliométrica. Fronteiras: Journal of Social, Technological and Environmental Science 10(3): 252-265.
Pedraja-Rejas L, Rodríguez-Ponce E, Muñoz-Fritis C 2022. Human resource management and performance in Ibero-America: Bibliometric analysis of scientific production. Management Letters/Cuadernos de Gestión 22(2): 123-137.
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Prince MJ, Felder RM 2006. Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education 95(2): 123-138.
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Shah M, Pabel A 2020. Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education 12(2): 194-209.
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Smith KA, Sheppard SD, Johnson DW, Johnson RT 2005. Pedagogies of engagement: Classroom‐based practices. Journal of Engineering Education 94(1): 87-101.
Subhash S, Cudney EA 2018. Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior 87: 192-206.
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Alhammad MM, Moreno AM 2018. Gamification in software engineering education: A systematic mapping. Journal of Systems and Software 141: 131-150.
Andujar JM, Mejías A, Márquez MA 2010. Augmented reality for the improvement of remote laboratories: an augmented remote laboratory. IEEE Transactions on Education 54(3): 492-500.
Aparicio G, Iturralde T, Maseda A 2021. A holistic bibliometric overview of the student engagement research field. Journal of Further and Higher Education 45(4): 540-557.
Arambewela R, Maringe F 2012. Mind the gap: Staff and postgraduate perceptions of student experience in higher education. Higher Education Review 44(2): 63-84.
Araque F, Roldán C, Salguero A 2009. Factors influencing university drop out rates. Computers & Education 53(3): 563-574.
Arbelaitz O, Martı JI, Muguerza J 2014. Analysis of introducing active learning methodologies in a basic computer architecture course. IEEE Transactions on Education 58(2): 110-116.
Aria M, Cuccurullo C 2017. bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics 11(4): 959-975.
Bielefeldt AR, Paterson KG, Swan CW 2010. Measuring the value added from service learning in project-based engineering education. International Journal of Engineering Education 26(3): 535-546.
Blumenfeld PC, Soloway E, Marx RW, Krajcik JS, Guzdial M, Palincsar A 1991. Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist 26(3-4): 369-398.
Braghirolli LF, Ribeiro JLD, Weise AD, Pizzolato M 2016. Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behavior 58: 315-324.
Burguillo JC 2010. Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education 55(2): 566-575.
Buultjens M, Robinson P 2011. Enhancing aspects of the higher education student experience. Journal of Higher Education Policy and Management 33(4): 337-346.
Castedo R, López LM, Chiquito M, Navarro J, Cabrera JD, Ortega MF 2019. Flipped classroom—comparative case study in engineering higher education. Computer Applications in Engineering Education 27(1): 206-216.
Catalán Martínez E, Aparicio de Castro G 2017. Interpretation of the «Student Engagement» paradigm in Spain (a bibliometric review). Revista Tecnología, Ciencia y Educación (6): 49-60.
Chiu CF 2020. Facilitating K-12 teachers in creating apps by visual programming and Project-Based Learning. International Journal of Emerging Technologies in Learning (iJET) 15(01): 103-118.
Chu RH, Lu DDC, Sathiakumar S 2008. Project-based lab teaching for power electronics and drives. IEEE Transactions on Education 51(1): 108-113.
De Graaf E, Kolmos A 2003. Characteristics of problem-based learning. International Journal of Engineering Education 19(5): 657-662.
de Justo E, Delgado A 2015. Change to competence-based education in structural engineering. Journal of Professional Issues in Engineering Education and Practice 141(3): 1-8.
Deterding S, Dixon D, Khaled R, Nacke L 2011. From game design elements to gamefulness: Defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments. Association for Computing Machinery, NY, p. 9-15.
Dicheva D, Dichev C, Agre G, Angelova G 2015. Gamification in education: A systematic mapping study. Journal of Educational Technology & Society 18(3): 75-88.
Dijk LV, Jochems W 2002. Changing a traditional lecturing approach into an interactive approach: effects of interrupting the monologue in lectures. International Journal of Engineering Education 18(3): 275-284.
Domínguez A, Saenz-de-Navarrete J, De-Marcos L, Fernández-Sanz L, Pagés C, Martínez-Herráiz JJ 2013. Gamifying learning experiences: Practical implications and outcomes. Computers & Education 63: 380-392.
Donthu N, Kumar S, Mukherjee D, Pandey N, Lim WM 2021. How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research 133: 285-296.
Dormido S, Dormido-Canto S, Dormido R, Sanchez J, Duro N 2005. The role of interactivity in control learning. International Journal of Engineering Education 21(6): 1122-1133.
Dym CL, Agogino AM, Eris O, Frey DD, Leifer LJ 2005. Engineering design thinking, teaching, and learning. Journal of Engineering Education 94(1): 103-120.
Feisel LD, Rosa AJ 2005. The role of the laboratory in undergraduate engineering education. Journal of Engineering Education 94(1): 121-130.
Felder RM, Brent R 2003. Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education 92(1): 7-25.
Felder RM, Silverman LK 1988. Learning and teaching styles in engineering education. Engineering Education 78: 674-681.
Fonseca D, Martí N, Redondo E, Navarro I, Sánchez A 2014. Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models. Computers in Human Behavior 31: 434-445.
Fredricks JA, Blumenfeld PC, Paris AH 2004. School engagement: Potential of the concept, state of the evidence. Review of Educational Research 74(1): 59-109.
Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 111(23): 8410-8415.
Garcés A, Sánchez-Barba LF 2011. An alternative educational approach for an Inorganic Chemistry laboratory course in Industrial and Chemical Engineering. Chemistry Education Research and Practice 12(1): 101-113.
Garris R, Ahlers R, Driskell JE 2002. Games, motivation, and learning: A research and practice model. Simulation & Gaming 33(4): 441-467.
Giménez AR, Martín-Vaquero J, Rodríguez-Martín M 2022. Analysis of industrial engineering students’ perception after a multiple integrals-based activity with a fourth-year student. Mathematics 10(10): 1-16.
González Fernández MO, Huerta Gaytán P 2019. Experiencia del aula invertida para promover estudiantes prosumidores del nivel superior. RIED-Revista Iberoamericana de Educación a Distancia 22(2): 245-263.
Granda-Orive JI, Alonso-Arroyo A, García-Río F, Solano-Reina S, Jiménez-Ruiz CA, Aleixandre-Benavent R 2013. Ciertas ventajas de Scopus sobre Web of Science en un análisis bibliométrico sobre tabaquismo. Revista Española de Documentación Científica 36(2): 1-9.
Groccia JE 2018. What is student engagement?. New Directions for Teaching and Learning 2018(154): 11-20.
Gustavsson I, Nilsson K, Zackrisson J, Garcia-Zubia J, Hernandez-Jayo U, Nafalski A, Nedic Z, Gol O, Machotka J, Pettersson MI, Lago T, Hakansson L 2009. On objectives of instructional laboratories, individual assessment, and use of collaborative remote laboratories. IEEE Transactions on Learning Technologies 2(4): 263-274.
Guzmán-Valenzuela C, Tagle ARM, Gómez-González C 2020. Polifonía epistémica de la investigación sobre las experiencias estudiantiles: El caso Latinoamericano. Archivos Analíticos de Políticas Educativas 28(96): 1-36.
Hake RR 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66(1): 64-74.
Hamari J, Koivisto J, Sarsa H 2014. Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences. IEEE, p. 3025-3034.
Hartikainen S, Rintala H, Pylväs L, Nokelainen P 2019. The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences 9(4): 2-19.
Hmelo-Silver CE 2004. Problem-based learning: What and how do students learn?. Educational Psychology Review 16(3): 235-266.
Hodge DR, Lacasse JR 2011. Evaluating journal quality: Is the H-index a better measure than impact factors?. Research on Social Work Practice 21(2): 222-230.
Hong S, Park T, Choi J 2020. Analyzing research trends in university student experience based on topic modeling. Sustainability 12(9): 1-11.
Huang Y, Zhu D, Lv Q, Porter AL, Robinson DK, Wang X 2017. Early insights on the Emerging Sources Citation Index (ESCI): An overlay map-based bibliometric study. Scientometrics 111(3): 2041-2057.
Jara CA, Candelas FA, Puente ST, Torres F 2011. Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory. Computers & Education 57(4): 2451-2461.
Kolb DA 1984. Experiential learning: Experience as the source of learning and development. Prentice Hall, Englewood cliffs, NJ, 256 pp.
Lent RW, Brown SD, Hackett G 1994. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior 45(1): 79-122.
Lima RM, Andersson PH, Saalman E 2017. Active learning in engineering education: A (re)introduction. European Journal of Engineering Education 42(1): 1-4.
Liu Y, Pásztor A 2022. Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity 45: 1-21.
Marques MA, Viegas MC, Costa-Lobo MC, Fidalgo AV, Alves GR, Rocha JS, Gustavsson I 2013. How remote labs impact on course outcomes: Various practices using VISIR. IEEE Transactions on Education 57(3): 151-159.
Martín Gutiérrez J, Meneses Fernández MD 2014. Applying augmented reality in engineering education to improve academic performance & student motivation. The International Journal of Engineering Education 30(3): 625-635.
Mason GS, Shuman TR, Cook KE 2013. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education 56(4): 430-435.
Mas-Tur A, Kraus S, Brandtner M, Ewert R, Kürsten W 2020. Advances in management research: A bibliometric overview of the Review of Managerial Science. Review of Managerial Science 14(5): 933-958.
Mills JE, Treagust DF 2003. Engineering education: Is problem-based or project-based learning the answer. Australasian Journal of Engineering Education 3(2): 2-16.
Montero E, Gonzalez MJ 2008. Student engagement in a structured problem-based approach to learning: A first-year electronic engineering study module on heat transfer. IEEE Transactions on Education 52(2): 214-221.
Morales-Trujillo ME, García-Mireles GA 2020. Gamification and SQL: An empirical study on student performance in a database course. ACM Transactions on Computing Education (TOCE) 21(1): 1-29.
O'Flaherty J, Phillips C 2015. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education 25: 85-95.
Pedraja-Rejas L, Rodríguez-Ponce E, Bernasconi A, Muñoz-Fritis C 2021. Liderazgo en instituciones de educación superior: Un análisis a través de Bibliometrix R. Ingeniare. Revista Chilena de Ingeniería 29(3): 472-486.
Pedraja-Rejas L, Rodríguez-Ponce E, Muñoz-Fritis C 2021. Gobernanza y calidad en la educación superior: Una descripción bibliométrica. Fronteiras: Journal of Social, Technological and Environmental Science 10(3): 252-265.
Pedraja-Rejas L, Rodríguez-Ponce E, Muñoz-Fritis C 2022. Human resource management and performance in Ibero-America: Bibliometric analysis of scientific production. Management Letters/Cuadernos de Gestión 22(2): 123-137.
Ponomariov B, Boardman C 2016. What is co-authorship?. Scientometrics 109(3): 1939-1963.
Pötschulat M, Moran M, Jones P 2021. ‘The student experience’ and the remaking of contemporary studenthood: A critical intervention. The Sociological Review 69(1): 3-20.
Prince M 2004. Does active learning work? A review of the research. Journal of Engineering Education 93(3): 223-231.
Prince MJ, Felder RM 2006. Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education 95(2): 123-138.
Romero C, Espejo PG, Zafra A, Romero JR, Ventura S 2013. Web usage mining for predicting final marks of students that use Moodle courses. Computer Applications in Engineering Education 21(1): 135-146.
Sabri D 2011. What's wrong with ‘the student experience’?. Discourse: Studies in the Cultural Politics of Education 32(5): 657-667.
Seman LO, Gomes G, Hausmann R 2016. Statistical analysis using PLS of a project-based learning application in electrical engineering. IEEE Latin America Transactions 14(2): 646-651.
Shah M, Pabel A 2020. Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education 12(2): 194-209.
Shuman LJ, Besterfield‐Sacre M, McGourty J 2005. The ABET “professional skills”—Can they be taught? Can they be assessed?. Journal of Engineering Education 94(1): 41-55.
Small H 1973. Co‐citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for information Science 24(4): 265-269.
Smith KA, Sheppard SD, Johnson DW, Johnson RT 2005. Pedagogies of engagement: Classroom‐based practices. Journal of Engineering Education 94(1): 87-101.
Subhash S, Cudney EA 2018. Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior 87: 192-206.
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2023-04-28
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PEDRAJA-REJAS, Liliana; RODRÍGUEZ-PONCE, Emilio; MUNOZ-FRITIS, Camila. Experiencias de Estudiantes En Ingeniería: ¿Qué se ha Publicado desde Iberoamérica?. Fronteira: Journal of Social, Technological and Environmental Science, [S. l.], v. 12, n. 1, p. 210–226, 2023. DOI: 10.21664/2238-8869.2023v12i1.p210-226. Disponível em: https://revistas.unievangelica.edu.br/index.php/fronteiras/article/view/6646. Acesso em: 22 dez. 2024.
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