Guerra-Macías Yolanda, Tobón Sergio
Universidad Autónoma de la Ciudad de México (UACM), Mexico.
Centro Universitario CIFE, Cuernavaca, Mexico.
Heliyon. 2024 Dec 9;11(2):e41099. doi: 10.1016/j.heliyon.2024.e41099. eCollection 2025 Jan 30.
This study investigates the development of transversal skills and their association with academic performance in university students enrolled in on-campus programs with online activities. A cross-sectional, descriptive, and quantitative research was conducted with 252 students from a public university in Mexico. Transversal skills, socioformative project-based practices, learning strategies, and the relevance of online activities were assessed using validated rubrics. The results indicated a low level of development in three transversal skills: research, entrepreneurship, and English, with the latter being the poorest rated. Critical and creative thinking exhibited the highest level of development. In the didactic component, socioformative project-based pedagogical practices and learning strategies showed acceptable levels. Students expressed satisfaction with complementary online activities, showing a preference for interactive videos and short videos under 4 min. Regression analysis and structural equations were used to examine the relationships between various factors. Results demonstrated that socioformative project-based pedagogical practices, learning strategies, and online education positively correlated with the development of transversal skills. Furthermore, a higher level of transversal skills was associated with better academic averages among students. Socioformative project-based pedagogical practices also correlated with academic performance through transversal skills. The study concludes that integrating online activities into on-campus programs, based on the socioformative pedagogical model, can enhance the development of transversal skills and improve academic performance. Further research into the implementation of this educational model and its long-term impact on university education and professional success is recommended.
本研究调查了参加包含在线活动的校内项目的大学生横向技能的发展情况及其与学业成绩的关联。对墨西哥一所公立大学的252名学生进行了横断面、描述性定量研究。使用经过验证的评分标准对横向技能、基于社会形成性项目的实践、学习策略以及在线活动的相关性进行了评估。结果表明，三种横向技能的发展水平较低：研究、创业和英语，其中英语的评分最差。批判性和创造性思维的发展水平最高。在教学部分，基于社会形成性项目的教学实践和学习策略显示出可接受的水平。学生对补充性在线活动表示满意，表现出对互动视频和4分钟以下短视频的偏好。使用回归分析和结构方程来检验各种因素之间的关系。结果表明，基于社会形成性项目的教学实践、学习策略和在线教育与横向技能的发展呈正相关。此外，学生横向技能水平越高，学业平均分越高。基于社会形成性项目的教学实践也通过横向技能与学业成绩相关。研究得出结论，基于社会形成性教学模式将在线活动纳入校内项目可以促进横向技能的发展并提高学业成绩。建议进一步研究这种教育模式的实施及其对大学教育和职业成功的长期影响。
