Autonomous work and skill learning strategies applying problem-based learning: Experience of innovation in subjects related to disability

References

• Aghaie, R. , & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science , 40 , 1063–1081. doi:10.1007/s11251-011-9202-5
   Web of Science ®Google Scholar
• Alexander, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 273–298). Mahwah: Erlbaum. Retrieved from http://www.al-edu.com/.../Dai-D.Y.-Sternberg-R.J.(eds)-Motivation-Emotion-and-Cognition
   Google Scholar
• Agencia nacional de evaluación de la calidad y acreditación [National Agency of Evaluation of Quality and Accreditation]. (2004). Libro Blanco. Título de Grado en Magisterio (Vol. 1) [White Book. Degree in teacher training]. Madrid. Retrieved from http://www.aneca.es/var/media/150404/libroblanco_jun05_magisterio1.pdf
   Google Scholar
• Agencia nacional de evaluación de la calidad y acreditación [National Agency of Evaluation of Quality and Accreditation]. (2005) [ Libro Blanco. Título de Grado de Pedagogía y Educación Social ] [White Book. Degree in Pedagogy and Social Education]. Retrieved from http://www.aneca.es/var/media/150392/libroblanco_pedagogia1_0305.pdf
   Google Scholar
• Asikainen, H. , Parpala, A. , Lindblom-Ylänne, S. , Gert Vanthournout, G. , & Coertjens, L. (2014). The development of approaches to learning and perceptions of the teaching-learning environment during Bachelor level studies and their relation to study success. Higher Education Studies , 4 , 24–36. doi:10.5539/hes.v4n4p24
   Google Scholar
• Baas, D. , Castelijns, J. , Vermeulen, M. , Martens, R. , & Segers, M. (2015). The relation between  Assessment for Learning and elementary students’ cognitive and metacognitive strategy use. British Journal of Educational Psychology , 85 , 33–46. doi:10.1111/bjep.12058
   PubMed Web of Science ®Google Scholar
• Cantrell, S. C. , Almasi, J. F. , Rintamaa, M. , Carter, J. C. , Pennington, J. , & Buckman, D. M. (2014). The impact of supplemental instruction on low-achieving adolescents’ reading engagement. The Journal of Educational Research , 107 , 36–58. doi:10.1080/00220671,2012,753859
   Web of Science ®Google Scholar
• Carbonero, M. A. , Román, J. M. , Martín-Antón, L. J. , & Reoyo, N. (2009). Efecto del programa de habilidades docentes motivadoras en el profesorado de secundaria [Effect of a programme of teacher motivating skills in secondary education teachers]. Revista de Psicodidáctica , 14 , 229–244. doi:10.1387/RevPsicodidact.726
   Google Scholar
• Correa, J. M. , & Paredes, J. (2009). Cambio tecnológico, uso de plataformas, de e-learning y transformación de la enseñanza en las universidades españolas: La perspectiva de los profesores [Technocological change, use of platforms, of e-learning, and transformation of teaching in Spanish Universities: Teachers’ perspective]. Revista Psicodidáctica , 14 , 261–278. Retrieved from http://www.ehu.eus/ojs/index.php/psicodidactica/article/view/728/604, doi:10.1387/RevPsicodidact.728
   Google Scholar
• De la Fuente, J. , & Justicia, F. (2003). Regulación de la enseñanza para la autorregulación del aprendizaje en la Universidad [Regulation of teaching for the self-regulation of teaching in the University]. Aula Abierta , 82 , 161–172.
   Google Scholar
• De Miguel, M. (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior [Methodology of teaching and learning for the development of skills. Orientation of University teachers for EHEA]. Madrid: Alianza Editorial.
   Google Scholar
• Dinsmore, D. L. (2017). Toward a dynamic, multidimensional research framework for strategic processing. Educational Psychology Review , 29 , 235–268. doi:10.1007/s10648-017-9407-5
   Web of Science ®Google Scholar
• Dinsmore, D. L. , & Alexander, P. (2016). A multidimensional investigation of deep-level and surface-level processing. The Journal of Experimental Education , 84 , 213–244. doi:10.1080/00220973.2014.979126
   Web of Science ®Google Scholar
• Dolmans, D. H. , Loyens, S. , Marcq, H. , & Gijbels, D. (2016). Deep and surface learning in problem-based learning: A review of the literature. Advances in Health Sciences Education , 21 , 1087–1112. doi:10.1007/s10459-015-9645-6
   PubMed Web of Science ®Google Scholar
• Drăghicescu, L. M. , Petrescu, A. M. , Cristea, G. C. , Gorghiu, L. M. , & Gorghiu, G. (2014). Application of problem-based learning strategy in science lessons – Examples of good practice. Social and Behavioral Sciences , 149 , 297–301. doi:10.1016/j.sbspro.2014.08.245
   Google Scholar
• Gargallo, B. , & Suárez, J. M. (2014). Una aproximación al perfil de los estudiantes universitarios excelentes [An approach to the profile of excellent university students]. REDU. Revista de Docencia Universitaria , 12 , 143–165. Retrieved from http://red-u.net/redu/index.php/REDU/article/view/877/pdf 10.4995/redu.2014.5643
   Google Scholar
• Hmelo-Silver, C. , & Barrows, H. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning , 1 , 21–39. doi:10.7771/1541-5015.1004
   Google Scholar
• Liesa, M. , Arranz, P. , & Vázquez, S. (2013). Un programa basado en la metodología del aprendizaje servicio que mejora las actitudes de los estudiantes del grado de Magisterio hacia la inclusión [A programme based on the methodology of service learning to improve the degree students’ attitude to inclusion]. Revista Interuniversitaria de Formación del Profesorado , 76 , 65–82.
   Google Scholar
• López-Aguado, M. (2010). Diseño y análisis del Cuestionario de Estrategias de Trabajo Autónomo (CETA) para estudiantes universitarios [Design and analysis of autonomous learning strategies for university students]. Revista de Psicodidáctica , 15 , 77–99. Retrieved from http://www.ehu.eus/ojs/index.php/psicodidactica/article/view/735/610, doi:10.1387/RevPsicodidact.735
   Google Scholar
• López-Torrijo, M. (2009). La inclusión educativa de los alumnos con discapacidades graves y permanentes en la Unión Europea [Inclusive education for students with serious, permanent disabilities in the EU]. Relieve , 15 , 1–20. Retrieved from http://www.uv.es/RELIEVE/v15n1/RELIEVEv15n1_5.htm
   Google Scholar
• Lussier, O. , & Allaire, H. (2004). L’évaluation «authentique». [‘Authentic Evaluation’] Pédagogie collégiale , 17 , 29–30.
   Google Scholar
• Marklin, J. , & Hancock, D. (2010). Problem-based learning in a higher education environmental biotechnology course. Innovations in Education and Teaching International , 47 , 175–186. doi:10.1080/14703291003718919
   Web of Science ®Google Scholar
• Martín, E. , García, L. , Torbay, A. , & Rodríguez, T. (2008). Estrategias de aprendizaje y rendimiento académico en estudiantes universitarios [Learning strategies and academic performance in university students]. International Journal of Psychology and Psycological Therapy , 8 , 401–412.
   Google Scholar
• Martínez, M. J. (2011). Formación de maestros, atención educativa a alumnos con plurideficiencia y estimulación sensoriomotriz [Training of teachers of students with multidisabilities and sense and motor stimulation]. REIFOP , 14 , 137–150. Retrieved from http://www.aufop.com/aufop/uploaded_files/articulos/1302112813.pdf
   Google Scholar
• Mertler, C. A. (2001). Designing scoring rubrics for your class-room. Practical Assessment Research and Evaluation , 7 . Retrieved from http://PAREonline.net/getvn.asp?v=7&n=25
   Google Scholar
• Park, S. , & Kim, C. (2014). Virtual tutee system: A potential tool for enhancing academic reading engagement. Educational Technology Research and Development , 62 , 71–97. doi:10.1007/s11423-013
   Web of Science ®Google Scholar
• Polo, M. T. , Fernández, C. , & Batanero, M. C. (2011). Estudio de las actitudes de estudiantes de Ciencias Sociales y Psicología: Relevancia de la información y contacto con personas discapacitadas [Study of social science and psychology sstudents’ attitudes: relevance of information and contact with persons with disability]. Universitas Psychologica , 10 , 113–123. doi:10.11144/523
   Google Scholar
• Rieser, S. , Fauth, B. C. , Decristan, J. , Klieme, E. , & Büttner, G. (2013). The connection between primary school students’ self-regulation in learning and perceived teaching quality. Journal of Cognitive Education and Psychology , 12 , 138–156. 10.1891/1945-8959.12.2.138
   Google Scholar
• Vardi, I. , & Ciccarelli, M. (2008). Overcoming problems in problem-based learning: A trial of strategies in an undergraduate unit. Innovations in Education and Teaching International , 45 , 345–354. doi:10.1080/14703290802377190
   Web of Science ®Google Scholar
• Vermunt, J. D. , & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review , 29 , 269–299. doi:10.1007/s10648-017-9414-6
   Web of Science ®Google Scholar
• Villardón, M. L. (2006). Evaluación del aprendizaje para promover el desarrollo de competencias [Evaluation of learning to promote skills development]. Educatio siglo , XXI , 24. Retrieved from http://revistas.um.es/index.php/educatio/article/view/153
   Google Scholar
• World Health Organization . (2011). World report on disability . Retrieved from http://apps.who.int/iris/bitstream/10665/70672/1/WHO_NMH_VIP_11.03_spa.pdf
   Google Scholar
• Yeung, E. , Au-Yeung, S. , Chiu, T. , Mok, N. , & Lai, P. (2003). Problem design in problem-based learning: Evaluating students’ learning and self-directed learning practice. Innovations in Education and Teaching International , 40 , 237–244. doi:10.1080/1470329032000103762
   Web of Science ®Google Scholar
• Yip, M. C. W. (2012). Learning strategies and self-efficacy as predictors of academic performance: A preliminary study. Quality in Higher Education , 18 , 23–34. doi:10.1080/13538322.2012.667263
   Google Scholar