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Prof. Dr. Maria del Carmen Granado Alcón
University of Huelva (Spain)

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Journal article
Published: 04 February 2021 in Sustainability
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In higher education it is important to consider learning styles of students to facilitate the teaching–learning process. The aims guiding the research were to describe the learning styles predominating among students in the field of the social sciences, to analyse the results with respect to gender, year of study, degree course and institution, and to perform correlation analysis between these variables. The data analyses were carried out with non-parametric statistics with a confidence level of 95%. The sample was composed of 636 students at the Universities of Huelva (UHU), Cádiz (UCA), and Pablo de Olavide of Seville (UPO), who completed the Honey–Alonso Learning Styles Questionnaire and reported sociodemographic and educational data. The results showed a significant preference for the Reflector style. Significant correlations were found in most variables highlighting that the courses showed an inverse correlation with the learning styles, the Activist, Theorist, and Pragmatist styles being less preferred as they progressed in the career. It is worth noting the significant direct correlation between Reflector, Theorist, and Pragmatist styles, but the Activist style inversely correlates with all three. As a complementary contribution, a proposal for intervention in classrooms with a sustainable perspective is offered. It is important to attend to the evolution in the preference of the learning styles that students acquire as they advance in higher education courses in order to facilitate a more optimal and sustainable teaching–learning process.

ACS Style

Pilar Alonso-Martín; Rocío Cruz-Díaz; Carmen Granado-Alcón; Rocío Lago-Urbano; Concha Martínez-García. Variability of Higher Education Students’ Learning Styles Depending on Gender, Course, Degree and Institutional Context. Sustainability 2021, 13, 1659 .

AMA Style

Pilar Alonso-Martín, Rocío Cruz-Díaz, Carmen Granado-Alcón, Rocío Lago-Urbano, Concha Martínez-García. Variability of Higher Education Students’ Learning Styles Depending on Gender, Course, Degree and Institutional Context. Sustainability. 2021; 13 (4):1659.

Chicago/Turabian Style

Pilar Alonso-Martín; Rocío Cruz-Díaz; Carmen Granado-Alcón; Rocío Lago-Urbano; Concha Martínez-García. 2021. "Variability of Higher Education Students’ Learning Styles Depending on Gender, Course, Degree and Institutional Context." Sustainability 13, no. 4: 1659.

Journal article
Published: 02 December 2020 in Sustainability
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The aim of this paper is to contribute to the body of knowledge about project-based learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N = 347; 74.8%) and Murcia (N = 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring general, specific, and transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

ACS Style

María Granado-Alcón; Diego Gómez-Baya; Eva Herrera-Gutiérrez; Mercedes Vélez-Toral; Pilar Alonso-Martín; María Martínez-Frutos. Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education. Sustainability 2020, 12, 10062 .

AMA Style

María Granado-Alcón, Diego Gómez-Baya, Eva Herrera-Gutiérrez, Mercedes Vélez-Toral, Pilar Alonso-Martín, María Martínez-Frutos. Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education. Sustainability. 2020; 12 (23):10062.

Chicago/Turabian Style

María Granado-Alcón; Diego Gómez-Baya; Eva Herrera-Gutiérrez; Mercedes Vélez-Toral; Pilar Alonso-Martín; María Martínez-Frutos. 2020. "Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education." Sustainability 12, no. 23: 10062.

Preprint
Published: 02 November 2020
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The aim of this paper is to contribute to the body of knowledge about Project-Based Learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N=347; 74.8%) and Murcia (N= 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring General, Specific and Transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

ACS Style

María Del Carmen Granado-Alcón; Diego Gómez-Baya; Eva Herrera-Gutiérrez; Mercedes Vélez-Toral; Pilar Alonso-Martín; María Teresa Martínez-Frutos. Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education. 2020, 1 .

AMA Style

María Del Carmen Granado-Alcón, Diego Gómez-Baya, Eva Herrera-Gutiérrez, Mercedes Vélez-Toral, Pilar Alonso-Martín, María Teresa Martínez-Frutos. Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education. . 2020; ():1.

Chicago/Turabian Style

María Del Carmen Granado-Alcón; Diego Gómez-Baya; Eva Herrera-Gutiérrez; Mercedes Vélez-Toral; Pilar Alonso-Martín; María Teresa Martínez-Frutos. 2020. "Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education." , no. : 1.