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.

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Ítem
FLIPPED LABORATORY: AUTONOMOUS LEARNING IN ACQUIRING SKILLS FOR PHYSICAL CHEMISTRY LABORATORY PRACTICES
(Proceedings of EDULEARN24 Conference, 2024) Arencibia Villagrá, Amaya; Rodríguez Montoro, Oscar; Murillo Criado, Diana
The present study, which we have called Flipped Laboratory, integrates the flipped classroom methodology approach in laboratory settings. The implementation of this methodology has been carried out in the laboratory specifically for Physical Chemistry practices (AI-L) in two courses in the degrees of Pharmacy and Experimental Sciences at Rey Juan Carlos University (URJC). The main goal has been to encourage self-directed learning among students in this experimental area for the development of their practical skills in the laboratory. To achieve this purpose, several digital resources have been provided to students before each practical daily session. At the beginning of the practical sessions, discussions were promoted between assistant professors and students both in person and using interactive platforms. Subsequently, students have carried out their practical sessions with complete autonomy. The direct consequence of these initiatives is that students have gained a greater degree of independence in their practical work. Objective assessment results indicated highly positive outcomes. Additionally, the analysis of student satisfaction surveys has revealed increased motivation and efficient participation. These results show how students were able to take charge of guiding their own learning thoroughly during practical sessions, thereby fulfilling the intended objectives.
Ítem
IMPROVING STUDENTS HANDS-ON LABORATORY SKILLS THROUGH FLIPPED VIDEO LEARNING
(2025) Vargas Fernández, Carolina; Garcés Osado, Andrés; Sánchez-Carnerero, Esther María; Sánchez- Barba Merlo, Luis Fernando
Universities shape students beyond academics, fostering essential skills, work habits, and character traits. However, STEM graduates often lack these transversal competencies. A student-centred approach is proposed to align education with labour market needs, enhancing experience and social equity. The flipped classroom with instructional videos enhances concept comprehension and key competencies, including technological skills. It fosters critical thinking, creativity and collaboration at laboratory, while reducing presentation stress. Technological accessibility has expanded video use, improving interdisciplinary learning in STEM fields. Studies highlight better preparation and understanding of chemical processes through this approach. This study is developed in the first course of Biology Degree at the laboratories of Chemistry, part of the School of Experimental Sciences and Technology at Rey Juan Carlos University. Formative activity of laboratory practices is established through flipped classrooms using instructional videos. The proposed activity is included in a project to study both the students' results in the laboratory formative activity and their perception of the methodology through collected surveys, before and after the practices development. Surveys are conducted to assess prior knowledge of the methodology and student expectations, as well as final satisfaction after completing the activity. Student participation is voluntary, with consent obtained and coordinated with the approval of the University Ethics Committee. Regarding the results of the initial survey, students' perceptions scored above 4 points on a 5-point Likert scale. These data reflect a high level of engagement with the activity, demonstrating interest in analysing and synthesizing information to connect ideas and concepts related to the subject. Likewise, students emphasized the importance of understanding the course evaluation structure and positively valued their expectations regarding innovative group activities aimed at fostering their learning. Considering the values from the final survey, the highest scores obtained, indicated that this activity contributed to improving students' understanding of the content, even when conducted collaboratively with classmates. The grades obtained by students were compared with those from the previous course, in which the video-based learning activity was not implemented. The participants achieved medium-to-high grades with the implementation of the activity, compared to lower grades in the previous course. The improvement in grades increased by 10%, with the implementation of the teaching innovation activity. Therefore, adjustments in the methodology resulted in a favourable evaluation system that improved the teaching-learning process outcomes, indicating strong student acceptance and interest in the activity.
Ítem
AI LITERACY IN UNDERGRADUATE EDUCATION: EXPLORING STUDENT PERCEPTIONS AND FUTURE CAREER IMPACT
(2025) Garcés Osado, Andrés; Sánchez-Barba Merlo, Luis Fernando; Navarro Sanz, Marta; Vargas Fernández, Carolina
The rise of artificial intelligence (AI) has transformed various sectors, including education. Large Language Models (LLMs) like ChatGPT, Copilot, and the recently launched Deepseek are reshaping learning by influencing how students learn, teachers instruct, and institutions operate. However, AI adoption raises both concerns and opportunities. On one hand, overreliance on AI may hinder critical thinking, problem-solving, and classroom collaboration while also raising ethical issues such as cognitive bias, privacy, and data security. On the other hand, AI is seen as a tool to enhance learning through self-directed study, immediate feedback, and personalized educational experiences. Understanding this dual perspective is key for evaluating AI’s role in academic and professional development. This study explores how freshman undergraduate students perceive AI, focusing not on its short-term impact on learning but rather on their awareness of its potential role in their future professional careers. Assessing AI literacy among students is crucial, as AI is expected to become a relevant component of their professional environment. The research was conducted in a first-year Chemistry course within the Environmental Sciences degree at Rey Juan Carlos University. The activity, worth 10% of the final grade, followed a three-phase structure: (1) learning to formulate effective prompts and critically analyse AI-generated responses, (2) solving an ill-structured problem designed by the professor using the assistance of AI, and (3) formulating and solving a self-created ill-structure problem with AI support. Student performance was assessed using a different rubric on each stage, with average scores of 7.4, 7.2, and 7.6 in each phase, respectively. These good scores indicate strong engagement, reinforced by an 85% completion rate (79 out of 93 students). To assess students' perceptions of AI’s impact on their professional development, a pre- and postactivity survey was conducted using a Likert scale from 0 (strongly disagree) to 5 (strongly agree). Cronbach’s alpha values of 0.74 and 0.80 for the initial and final surveys, respectively, indicated acceptable internal consistency of the instrument. The statistical analysis, which included Shapiro-Wilk tests for normality, revealed no significant overall differences between the initial and final responses, as determined by the Wilcoxon rank-sum test (p-value = 0.6849). However, when analysed by gender, significant differences emerged among female students regarding the relevance of AI in their professional futures. Specifically, the Wilcoxon rank-sum test indicated a substantial increase in their final survey responses (p-value = 0.004382), while no remarkable difference was found for men (p-value = 0.09015). This shift in perception led female students to reach confidence levels similar to those of their male counterparts. These results align with previous studies suggesting greater initial reluctance toward AI among women. However, the findings also highlight how a well-structured and guided approach fosters greater confidence in AI, particularly among female students, who initially showed more hesitation but experienced a significant positive shift in their perceptions.
Ítem
Policía Nacional y Guardia Civil en TIKTOK: una Comparativa entre Ambas Cuentas
(Visual Review, 2025) Puebla-MArtínez, Belén; López-Marcos, Casandra; Hidalgo-Cobo, Pablo
Este estudio analiza la utilización de TikTok como herramienta comunicativa de las fuerzas y cuerpos de seguridad de España. El principal objetivo es comparar el uso que hacen Guardia Civil y Policía Nacional de esta red social considerando el texto que acompaña a los vídeos publicados. Para ello, se articula una investigación descriptiva, de enfoque cuantitativo mediante el análisis de contenido. En cuanto a la estrategia de comunicación en TikTok, los resultados obtenidos muestran que la Policía Nacional está focalizada principalmente en aspectos de seguridad y delincuencia, frente a una Guardia Civil con tendencia a hacer gala del trabajo diario.
Ítem
Ecofeminism and food activism in transformative travel as a tool for change
(Taylor & Francis, 2025) Orea-Giner, Alicia
This study investigates the influence of ecofeminism and food activism as agents of transformative change in the context of travel. Poststructuralist feminist theories guided the application of qualitative methodologies. The results demonstrate that incorporat- ing ecofeminist principles into travel contexts disrupts conventional tourism frameworks and fosters significant social and environmen- tal transformation through mindful consumption, support of local economies, and collaboration with women-led enterprises. Challenges such as societal prejudices, greenwashing, and financial constraints impede widespread adoption. This study presents a framework that connects ecofeminism and food activism in the context of regenerative and sustainable tourism, emphasising their joint ability to address issues of environmental conservation, social justice, and ethical consumption.