BURJC-Digital es el nombre del Repositorio Institucional de la Universidad Rey Juan Carlos. Tiene como objetivo archivar y preservar la producción científica resultante de la actividad académica e investigadora de la comunidad universitaria, con el fin de difundirla en acceso abierto.
Envíos recientes
Metadig: an application for self-regulated learning in distance education
(Universitat de les Illes Balears, 2025) Ortega-Ruipérez, Beatriz
Metadig application has been designed and developed to facilitate self-regulated learning through metacognitive strategies in distance higher education teacher training. This study support application is based on the results gathered from a previous version of the application. On the one hand, based on how to pedagogically structure the support of metacognitive strategies, for which three basic functions are distinguished: goal selection and planning, monitoring, and self-assessment. On the other hand, improving the ease and suitability of use through validation by experts. In addition to incorporating all these proposals for improvement, this article provides a new study on the needs detected in the capacity for self-regulation in reading comprehension, study habits and the use of critical thinking in 252 trainee teachers. In this way, the design process and the resulting development is based on both previous studies and how it can improve these three aspects (reading comprehension, study habits and critical thinking). It is concluded that a more suitable and user-friendly version has been obtained, and that it will improve the application of metacognitive strategies for self-regulated learning in terms of reading comprehension, study habits and critical thinking.
Mitos y realidades sobre la educación bilingüe
(Grupo Editorial Espacios, 2019-06-24) Vinuesa Benítez, Virginia; Izquierdo Sánchez-Migallón, Elvira
En las dos últimas décadas la implementación de programas de enseñanza bilingüe se ha convertido en algo habitual en España. En este artículo se revisan tres de los mitos sobre la enseñanza bilingüe que más preocupan a las familias y que han dado lugar a debate dentro del contexto español. La literatura demuestra que los beneficios que conlleva el aprendizaje de dos lenguas son mucho mayores que las desventajas.
Does Methodology Affect the Students’ Perceived Level of English Proficiency? A case Study
(Universidad de Granada, 2019-06-25) Vinuesa Benítez, Virginia; Cid Cid, Ana Isabel
The present study delves into the perceptions and opinions of first year university students regarding their experiences in the teaching-learning process of a second language during secondary education. Accordingly, the paper details a cross-sectional study carried out with a sample of 1,729 students of the Faculty of Social Sciences and Law of Rey Juan Carlos University in Madrid. The variables related to the methodology used by the teachers, exposure to the target language, classroom activities and learning resources come under consideration as the factors that influence the students’ linguistic competence in English. We used a questionnaire to collect the data from the participants and a Likert scale to measure the variables concerning the methodology used in the teaching of a foreign language. In order to study the possible correlations and their intensity of independence, Kendall Tau-b, Kendall Tau-c and Gamma contrasts were conducted, using the Statistical Package for the Social Sciences (SPSS) 25.0. The findings suggest a signif icant positive correlation between the students’ perceived level of English proficiency, classroom activities and the methodology used. The study revealed that the students’ perceived level of prof iciency in spoken English was average, although they indicated that their level should have been higher in light of the number of years spent studying it. Key words: Perception, English, proficiency, level, factors
Inmersión Lingüística Para Profesores Aicole. Un Enfoque Comunicativo y Práctico
(Taylor & Francis, 2019-10-13) Vinuesa Benítez, Virginia; Gisbert Da Cruz, Xavier
La formación del profesorado AICOLE (profesores que imparten su asignatura en otro idioma utilizando el Aprendizaje Integrado de Contenidos y Lengua) es sin duda uno de los mayores desafíos a los que se enfrenta cualquier administración educativa que quiera contar con un programa bilingüe de calidad. El presente trabajo recoge y analiza una modalidad de formación del profesorado, realizada y desarrollada por el Centro de Idiomas (CUI) de la Universidad Rey Juan Carlos en colaboración con la Consejería de Educación de la Comunidad de Madrid. Se trata de una formación diseñada de manera específica para mejorar las competencias lingüísticas y al mismo tiempo dotar de herramientas y recursos a los docentes. Una formación destinada a cubrir y a satisfacer las necesidades y las demandas de los profesores AICOLE, de cualquier nivel educativo, cuyos resultados pueden confirmarla como modelo aplicable tanto en ámbitos bilingües como no bilingües.
Dar de comer al hambriento, educar al que no sabe: 40 años de labor social de las mujeres de la Acción Católica española (1960-2000)
(Peter Lang, 2024) Ruiz Simón, Esther