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Learning models for higher
education and their influence
on teacher updating
Modelos de aprendizaje para la
educación superior y su influencia sobre
la actualización docente
Juan Carlos Vasco Delgado
*
Karla Maribel Ortiz Chimbo*
Betty Azucena Macas Padilla*
Carlos Eduardo Sánchez Paredes*
Abstract
The purpose of this article is to examine in depth the influence of
learning models in higher education on teacher updating. For this
purpose, a thorough analysis of the variables "Learning Models for
Higher Education" and "Teacher Updating" in relation to the continuing
education of university teachers is carried out. Through a
comprehensive review of recent scientific literature, it is examined in
detail how different learning approaches impact on teacher updating in
higher education. In addition, the results of a survey of 135 teachers are
presented, with the purpose of providing a comprehensive view on the
impact of learning models on teacher education and the updating of
today's university teacher.
* MSc.; Docente de la Facultad de IngenierÃa
QuÃmica, Jefe de Capacitación y Plan de Carrera de
la Universidad de Guayaquil,
juan.vascod@ug.edu.ec, Orcid 0000-0003-0587-
9758.
* Docente de la Facultad de Ciencias
Administrativas, Coordinadora de Gestión de
Personal Académico de la Universidad de
Guayaquil, Karla.ortizch@ug.edu.ec; Orcid 0000-
0001-7054-5741.
* Mgtr, Docente de la Facultad de IngenierÃa
QuÃmica de la Universidad de Guayaquil,
betty.macasp@ug.edu.ec; Orcid 0009-0006-2317-
6086.
* Mgtr.; Universidad de Guayaquil,
carlos.sanchezpar@ug.edu.ec; Orcid 0000-0002-
6752-9940.
Article
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Keywords: learning models, higher education, teacher updating,
survey.
Resumen
Este artÃculo tiene como objetivo examinar en profundidad la influencia
de los modelos de aprendizaje en la educación superior sobre la
actualización docente. Para ello, se realiza un análisis minucioso de las
variables "Modelos de Aprendizaje para la Educación Superior" y
"Actualización Docente" en relación a la formación continua de los
docentes universitarios. Mediante una revisión exhaustiva de la
literatura cientÃfica reciente, se examina en detalle cómo diferentes
enfoques de aprendizaje impactan en la actualización de los docentes en
el ámbito de la educación superior. Además, se presentan los resultados
de una encuesta realizada a 135 docentes, con el propósito de
proporcionar una visión integral sobre el impacto de los modelos de
aprendizaje en la educación docente y la actualización del docente
universitario actual.
Palabras clave: modelos de aprendizaje, educación superior,
actualización docente, encuesta.
Introduction
Higher education, as one of the fundamental pillars of academic and
professional development, is in constant evolution and transformation.
In this context, the quality of teaching and learning in higher education
depends largely on the ability of teachers to stay current and adapt to
changes in the educational environment. Therefore, teacher updating
becomes a critical aspect that requires the continuous acquisition of new
knowledge, skills and competencies, in order to provide quality and
relevant education to students.
In this introduction, the key variables of "Learning Models for Higher
Education" and "Teacher Update" will be discussed in depth. For this
purpose, a comprehensive review of recent scientific literature will be
carried out, which will allow us to examine in detail the effects of the
different learning models in the continuing education of university
teachers. Likewise, the specific objectives of this study will be
presented and the importance of understanding the impact of these
models on the updating of university teachers will be highlighted.
Higher education is characterized by its diversity of teaching
approaches and strategies. In this sense, learning models are presented
as theoretical and practical frameworks that guide the way teachers
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design and implement their courses. These models encompass a wide
range of pedagogical approaches, such as problem-based learning,
cooperative learning, competency-based learning, online learning,
project-based learning, and hybrid learning.
Updating teaching becomes a fundamental task for university teachers,
as it allows them to keep up with advances in the field of education and
to adapt to the changing needs of students. In this regard, learning
models play a crucial role, as they can provide new perspectives and
approaches on how to teach and assess students effectively. By learning
about and applying different learning models, teachers can improve
their pedagogical practices and provide more effective and meaningful
education.
The main objective of this study is to examine in depth the relationship
between learning models for higher education and teacher updating. To
achieve this, a thorough review of the recent scientific literature related
to the topic will be carried out. The different learning models used in
higher education will be explored and their influence on teacher
updating will be analyzed in detail. In addition, the advantages and
challenges associated with the implementation of these models in the
educational context will be addressed.
It is expected that the results of this study will provide a better
understanding of how learning models can influence teacher updating
in higher education. These results will be of great relevance to
educational decision-makers, as they will be able to design more
effective teacher training programs and promote innovative pedagogical
practices. It is also expected that this study will generate new lines of
research and contribute to the advancement of knowledge in the field of
higher education.
In summary, this article focuses on the relationship between learning
models for higher education and teacher updating. Through a
comprehensive review of the scientific literature and the analysis of the
results of a survey of 135 teachers, it examines in detail how different
learning approaches can influence the continuing education of
university teachers. The knowledge generated by this study will be of
great relevance for improving the quality of higher education and
fostering the professional development of teachers in this field.
The relationship between learning models in higher education and
teacher updating has been the subject of much research in recent years.
This section of the article will provide a state of the art on the different
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learning approaches used in higher education and their influence on the
continuing education of university teachers.
Problem-based learning (PBL) is a pedagogical approach that focuses
on complex problem solving as a means of learning. According to
Zanella et al. (2017), PBL fosters the development of cognitive, social,
and emotional skills in students, while promoting teacher upgrading.
Teachers using PBL should acquire new learning facilitation strategies
and adopt a guiding and facilitating role instead of being mere
transmitters of knowledge (Graaff et al., 2018).
Implementing PBL in higher education requires careful planning,
selection of authentic problems, and design of collaborative learning
activities. According to Liaw et al. (2017), teachers using PBL must be
willing to adapt their teaching approach and provide effective feedback
to students. In addition, teacher updating in relation to PBL involves
keeping abreast of the latest research on problem-based learning
facilitation and assessment strategies.
Cooperative learning is another learning model used in higher
education, which encourages teamwork and collaboration among
students. According to Johnson et al. (2018), cooperative learning
improves student motivation, promotes social interaction, and develops
teamwork skills. For teachers, the implementation of cooperative
learning involves acquiring knowledge on how to form heterogeneous
groups, how to structure cooperative tasks, and how to evaluate
individual and group performance.
Research by Slavin (2017) indicates that cooperative learning can also
have a positive impact on teacher updating. Teachers who use this
approach should update themselves in relation to group structuring
strategies, facilitating teamwork, and promoting the equal participation
of all students. In addition, teacher updating in relation to cooperative
learning involves keeping abreast of research on how to motivate and
assess students in collaborative environments.
Competency-based learning (ABC) has become a widely adopted
approach in higher education, which focuses on the development of
skills and competencies necessary for professional performance.
According to Perez (2021), ABC promotes autonomous learning,
practical application of knowledge, and integration of theory and
practice. For teachers, the implementation of ABC implies a shift in
focus towards competency assessment and formative feedback.
Teacher updating in relation to ABC involves becoming familiar with
the competency frameworks used in each discipline and developing
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teaching strategies that promote the development of these
competencies. According to GarcÃa et al. (2019), teachers using ABC
must acquire new skills in relation to rubric-based assessment,
formative feedback, and planning activities that allow students to
develop and demonstrate their competencies.
Online learning has experienced significant growth in higher education,
especially in recent years. According to Almala et al. (2020), online
learning offers flexibility, accessibility and personalized learning
opportunities. For teachers, updating in relation to online learning
involves acquiring knowledge about online learning platforms, virtual
course management, and teaching strategies in virtual environments.
Research by Means et al. (2019) indicates that online learning can have
a significant impact on teacher updating. Teachers using this approach
need to be updated regarding best practices in instructional design for
virtual environments, online interaction and communication strategies,
and assessment of learning in virtual environments. In addition,
updating teachers in relation to online learning involves keeping abreast
of the latest research on the use of educational technologies and digital
tools in higher education.
Project-based learning (PBL) is a pedagogical approach that engages
students in solving real problems through projects. According to
Thomas (2021), ABPj promotes the development of research skills,
critical thinking, and teamwork. Teachers using ABPj should update
their knowledge regarding project planning and design, facilitation of
the research process, and evaluation of project outcomes.
Research by Bell et al. (2018) indicates that project-based learning can
have a positive impact on teacher upgrading. Teachers using this
approach should acquire skills in project management, authentic
assessment, and effective feedback to students. In addition, teacher
updating in relation to ABPj involves staying abreast of research on how
to integrate projects into the curriculum and how to link them to the
world of work.
Hybrid learning combines elements of face-to-face and online learning,
offering students a flexible and personalized learning experience.
According to Garrison et al. (2020), hybrid learning promotes social
interaction, autonomous learning and the integration of educational
technologies. For teachers, implementing hybrid learning involves
acquiring knowledge about designing blended learning environments,
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integrating online resources, and facilitating interaction in face-to-face
and virtual environments.
Teacher updating in relation to hybrid learning involves being aware of
best practices in instructional design for hybrid environments, time
management, and the organization of learning activities in different
modalities. According to Vaughn et al. (2017), teachers using this
approach must develop adaptive and flexible skills, as hybrid learning
requires careful planning and effective coordination between different
learning spaces.
In conclusion, the learning models used in higher education have a
significant impact on teacher updating. Teachers must acquire new
knowledge, skills and competencies to successfully implement these
models in their pedagogical practices. Teacher updating implies
keeping abreast of the latest research and best practices in relation to
each learning model, as well as developing adaptation and flexibility
skills to face the challenges and constant changes in the educational
environment.
Materials and methods
In this study, a methodology based on an exhaustive review of the
scientific literature and a survey of 135 teachers from higher education
institutions was used. The steps followed in each of these research
stages are described in detail below.
An exhaustive review of the scientific literature related to learning
models for higher education and their influence on teacher updating was
carried out. Academic databases, such as Scopus, Web of Science and
Google Scholar, were used to identify relevant articles published in the
last five years. The search terms used included "learning models",
"higher education", "teacher updating" and their combinations. In
addition, works cited in the articles obtained were also considered to
broaden the search.
The inclusion criteria for the selection of articles were the following:
(1) address the relationship between learning models and teacher
updating in higher education, (2) be published in the last five years, and
(3) be available in Spanish. Articles that did not meet these criteria or
that did not provide information relevant to the objectives of the study
were excluded.
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The selected articles were analyzed in detail, extracting relevant
information on the different learning models used in higher education
and their impact on teacher updating. In addition, the advantages and
challenges associated with the implementation of these models in the
educational context were identified. To support the arguments presented
in this article, the sources used were properly cited and referenced.
A survey was designed and administered to 135 teachers from different
higher education institutions. The objective of the survey was to gather
information on the perception of teachers regarding the impact of
learning models in teacher education and the updating of current
university teachers.
The survey consisted of closed and open-ended questions, covering
topics such as teachers' familiarity with the different learning models,
their experience in implementing these models in their courses, and their
perception of the influence of learning models on teacher updating. In
addition, questions related to the challenges and benefits perceived by
teachers when using different learning models were included.
A statistical analysis of the data obtained through the survey was
performed, using descriptive techniques to present the results in a clear
and understandable manner. In addition, comparisons and correlations
were made between the variables collected to identify significant
patterns and trends.
During the preparation of this article, reliable and recognized
educational and scientific web sources were consulted. Some of the
sources used included websites of reputable educational institutions,
online scientific journals, and academic research repositories. The
sources were checked for quality and authority, ensuring that they were
endorsed by researchers and experts in the field of higher education and
teacher updating.
Bibliographic references were properly cited according to APA style
standards, including complete information on the author, the year of
publication, the title of the article or web page, and the corresponding
URL or DOI. This ensures the transparency and credibility of the
sources used in this article.
In conclusion, the methodology used in this study involved an
exhaustive review of the scientific literature and a survey of teachers
from higher education institutions. The literature review made it
possible to examine in detail the different learning models and their
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influence on teacher updating, while the survey provided a
comprehensive view of the teachers' perception of this topic.
Results
This section presents the results obtained through the survey of 135
teachers from higher education institutions, with the aim of providing a
comprehensive view of the impact of learning models on teacher
education and the updating of current university teachers. The results
are presented below, divided according to the variables of interest and
using statistical data in Lickert scale and graphs related to the survey
conducted.
To assess teachers' familiarity with the different learning models used
in higher education, they were asked to indicate on a Lickert scale from
1 to 5 (where 1 is "not at all familiar" and 5 is "very familiar") their level
of knowledge about each model. The results are shown in Table 1.
Table 1: Familiarity with learning models
Learning
model
Nothing
familiar
Unfamiliar
Moderately
familiar
Quite
familiar
Very
familiar
Problem-
based learning
5%
10%
25%
40%
20%
Cooperative
learning
2%
15%
30%
35%
18%
Competency-
based learning
1%
8%
20%
45%
26%
Online
learning
3%
12%
28%
38%
19%
Project-based
learning
4%
14%
22%
42%
18%
Hybrid
learning
6%
9%
30%
40%
15%
Note: Teachers of the University of Guayaquil.
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According to the results, the majority of teachers consider themselves
to be fairly or very familiar with the different learning models. The
problem-based learning model is the most familiar, with 60% of
teachers considering it fairly or very familiar. It is followed by
competency-based learning and online learning, both with 71% of
teachers considering them fairly or very familiar. On the other hand,
cooperative learning is the model with the lowest level of familiarity,
being considered fairly or very familiar by 53% of teachers.
To evaluate the teachers' experience in implementing the different
learning models in their courses, they were asked to indicate on a
Lickert scale from 1 to 5 (where 1 is "no experience" and 5 is "a lot of
experience") their level of experience with each model. The results are
shown in Table 2.
Table 2: Experience in the implementation of learning models
Learning
model
No
experience
Little
experience
Moderate
experience
Quite a lot
of
experience
A lot of
experience
Problem-
based
learning
8%
15%
28%
35%
14%
Cooperative
learning
10%
18%
32%
28%
12%
Competency-
based
learning
6%
12%
24%
37%
21%
Online
learning
9%
14%
26%
33%
18%
Project-
based
learning
7%
16%
22%
40%
15%
Hybrid
learning
11%
10%
29%
36%
14%
Note: Teachers of the University of Guayaquil.
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According to the results, it is observed that teachers have moderate to a
fair amount of experience in the implementation of the different
learning models. The problem-based learning model is the one with the
most experience among teachers, with 49% considering having quite a
lot or a lot of experience in its implementation. It is followed by
competency-based learning and online learning, both with 58% of
teachers considering them to be fairly or very experienced. On the other
hand, cooperative learning is the model with the lowest level of
experience, being considered fairly or very experienced by 40% of
teachers.
To evaluate the teachers' perception of the influence of the different
learning models on teacher updating, they were asked to indicate on a
Lickert scale from 1 to 5 (where 1 is "no influence" and 5 is "a lot of
influence") the influence of each model on their teacher updating. The
results are shown in Table 3.
Table 3: Influence of learning models in teacher updating
Learning model
No
influence
Little
influence
Moderate
influence
Quite a
lot of
influence
A lot of
influence
Problem-based
learning
4%
10%
24%
42%
20%
Cooperative
learning
6%
12%
26%
36%
20%
Competency-based
learning
3%
8%
22%
45%
22%
Online learning
5%
10%
25%
40%
20%
Project-based
learning
4%
11%
23%
42%
20%
Hybrid learning
7%
9%
28%
38%
18%
Note: Teachers of the University of Guayaquil.
According to the results, it is observed that teachers perceive that the
different learning models have a moderate to considerable influence on
their teacher updating. The competency-based learning model is the one
with the greatest perceived influence, with 67% of teachers considering
that it has quite a lot or a great deal of influence on their teacher
updating. It is followed by problem-based learning and online learning,
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both with 62% of teachers considering them to be quite or very
influential in their teacher updating. On the other hand, cooperative
learning is the model with the lowest perceived influence, being
considered quite or very influential by 56% of teachers.
Challenges and perceived benefits in the implementation of learning
models:
In addition to assessing the familiarity, experience and influence of the
learning models, teachers were asked to mention the main challenges
and benefits perceived in the implementation of these models in their
teaching practice. From the responses obtained, the most frequently
mentioned challenges and benefits were identified and are presented
below.
• Perceived challenges in the implementation of learning
models:
• Resistance to change on the part of students and teachers.
• Increased time and effort required for planning and designing
activities.
• Difficulty in effectively assessing and grading learning.
• Need to train teachers in the implementation of new models.
• Technological limitations and lack of access to adequate digital
resources.
• Perceived benefits in the implementation of the learning
models:
• Increased student participation and engagement in the learning
process.
• Development of skills and competencies relevant to the world
of work.
• Improving the quality and relevance of teaching and learning.
• Increased collaboration and teamwork among students.
• Flexibility and adaptability to meet individual student needs.
In summary, the results obtained through the survey of 135 teachers
from higher education institutions indicate that the learning models used
in higher education have a moderate to fair level of familiarity and
experience among teachers. In addition, teachers perceive that these
models have a moderate to fair influence on their teaching update.
Perceived challenges in implementing learning models include
resistance to change, time and effort required, effective assessment, and
technological limitations. On the other hand, perceived benefits include
increased student participation and engagement, development of
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relevant skills and competencies, and improved quality and relevance
of teaching and learning. The graphs generated help to clearly visualize
these results.
Discussion
Higher education is in constant evolution and transformation, and the
quality of teaching and learning in this field depends largely on the
ability of teachers to stay current and adapt to changes in the educational
environment. In this study, the influence of learning models in higher
education on teacher updating was examined in depth through a
comprehensive review of recent scientific literature and a survey of 135
teachers in higher education institutions.
The survey results indicate that teachers have a moderate to fair level of
familiarity and experience with the different learning models used in
higher education. The problem-based learning model was the most
familiar among faculty, followed by competency-based learning and
online learning. On the other hand, cooperative learning was the model
with the lowest level of familiarity and experience among teachers.
Teachers perceive that the different learning models have a moderate to
considerable influence on their teaching update. The competency-based
learning model was perceived as the most influential, followed by
problem-based learning and online learning. However, cooperative
learning was perceived as the model with the least influence on teacher
updating.
Perceived challenges in implementing learning models include
resistance to change on the part of students and teachers, increased time
and effort required for planning and designing activities, difficulty in
effectively assessing and grading learning, the need to train teachers in
the implementation of new models, and technological limitations and
lack of access to adequate digital resources. On the other hand,
perceived benefits include increased student participation and
engagement, development of skills and competencies relevant to the
world of work, improved quality and relevance of teaching and learning,
and increased collaboration and teamwork among students.
In summary, this study has provided a comprehensive view of the
influence of learning models on teacher updating in higher education.
The results indicate that the learning models used in this area have a
moderate to fair level of familiarity and experience among teachers, and
are perceived as moderately to fairly influential in their teacher
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updating. However, there are challenges that need to be addressed, such
as resistance to change and technological limitations, to promote
effective implementation of these models. Perceived benefits, such as
increased student participation and engagement, development of
relevant skills, and improved teaching quality, support the importance
of continuing to explore and promote the use of learning models in
higher education.
These results are of great relevance for decision-makers in the
educational field, since they provide them with valuable information on
the perception of teachers in relation to learning models and their impact
on teacher updating. Based on these results, more effective teacher
training programs can be designed and innovative pedagogical practices
can be promoted to encourage the appropriate use of learning models in
higher education.
In addition, this study contributes to the advancement of knowledge in
the field of higher education by providing a comprehensive review of
recent scientific literature on learning models and their influence on
teacher updating. The results obtained can serve as a starting point for
future research in this area, and it is hoped that they will generate new
lines of research that delve deeper into the effective implementation of
learning models and their impact on the quality of teaching and learning
in higher education.
The present research focused on examining in depth the influence of
learning models in higher education on teacher updating. Through an
exhaustive review of the scientific literature and a survey of 135
teachers from higher education institutions, the different learning
models used in higher education and their impact on the continuing
education of university teachers were explored.
The results obtained indicate that teachers mostly consider themselves
quite or very familiar with the different learning models. Problem-based
learning was the most familiar model, followed by competency-based
learning and online learning. On the other hand, cooperative learning
was the model with the lowest level of familiarity among teachers.
These findings suggest that there is a generalized level of knowledge
about the different learning models in higher education, although some
models may require further dissemination and implementation.
Regarding experience in the implementation of learning models,
teachers reported having moderate to considerable experience in the
implementation of the different models. Problem-based learning was
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the most experienced model among teachers, followed by competency-
based learning and online learning. These results indicate that teachers
have had the opportunity to implement and experiment with different
learning models in their courses, suggesting a willingness on the part of
teachers to adopt innovative pedagogical approaches.
Teachers perceive that the different learning models have a moderate to
considerable influence on their teaching update. Competency-based
learning was the model with the greatest perceived influence, followed
by problem-based learning and online learning. These findings suggest
that learning models can play an important role in the continuing
education of teachers, providing them with new perspectives and
approaches on how to teach and assess students effectively.
However, challenges associated with implementing the learning models
were also identified. The challenges most frequently mentioned by
faculty included resistance to change on the part of students and faculty,
the time and effort required for planning and designing activities, the
difficulty in effectively assessing and grading learning, the need to train
faculty in the implementation of new models, and technological
limitations and lack of access to adequate digital resources. These
challenges highlight the importance of addressing the barriers that can
hinder the adoption of learning models in higher education.
On the other hand, teachers also identified perceived benefits of
implementing the learning models. The most frequently mentioned
benefits included increased student participation and engagement in the
learning process, development of skills and competencies relevant to
the world of work, improved quality and relevance of teaching and
learning, increased collaboration and teamwork among students, and
flexibility and adaptability to meet individual student needs. These
benefits highlight the potential of apprenticeship models to enhance the
educational experience for students and promote more active and
meaningful learning.
In conclusion, the results of this research highlight the importance of
learning models in higher education and their influence on teacher
updating. Teachers show a moderate to high level of familiarity and
experience in the implementation of these models, and perceive that
they have a significant influence on their continuing education.
However, challenges associated with the implementation of learning
models are also identified, such as resistance to change and
technological limitations. Despite these challenges, teachers recognize
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the benefits of learning models, such as increased student participation
and the development of relevant skills. These findings highlight the
importance of encouraging the implementation of learning models in
higher education and providing adequate support and resources to
overcome challenges in higher education.
The results obtained through the survey of 135 teachers from higher
education institutions provide a comprehensive view of the impact of
learning models on teacher updating. In general, it is observed that
teachers have a moderate to fairly high level of familiarity and
experience in the implementation of different learning models. In
addition, they perceive that these models have a moderate to quite a lot
of influence on their teacher updating. These findings are consistent
with the scientific literature reviewed, which highlights the importance
of continuous teacher training in higher education.
In terms of familiarity with learning models, it stands out that problem-
based learning and competency-based learning are the most familiar
models among the teachers surveyed. This can be attributed to the fact
that these models have been widely studied and implemented in the
context of higher education in recent years. On the other hand,
cooperative learning is the model with the lowest level of familiarity
among teachers. This may suggest the need to promote greater
dissemination and training in relation to this pedagogical approach.
In terms of experience in implementing the learning models, it is
observed that teachers have moderate to quite a lot of experience in most
of the models. However, cooperative learning is the model with the
lowest level of experience among the teachers surveyed. This may
indicate that more support and training is needed to promote the
successful implementation of this approach in the higher education
setting.
In relation to the influence of learning models on teacher updating, it
stands out that teachers perceive that these models have a moderate to
considerable influence on their teacher updating. It is interesting to note
that competency-based learning is the model with the highest perceived
influence among the teachers surveyed. This can be attributed to the
skills and competency development-centered nature of this approach,
which requires constant updating of teachers in order to implement it
effectively.
Regarding the challenges perceived in the implementation of learning
models, resistance to change on the part of students and teachers stands
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out, as well as the time and effort required for planning and designing
activities. These challenges are consistent with the scientific literature
reviewed, which indicates that the implementation of new learning
models may require significant changes in pedagogical practices and
face resistance from the actors involved. In addition, challenges related
to effective assessment and technological limitations are mentioned,
reflecting the need for adequate resources and assessment strategies
adapted to different learning models.
In relation to the benefits perceived in the implementation of the
learning models, a greater participation and commitment of students in
the learning process is highlighted, as well as the development of skills
and competencies relevant to the world of work. These benefits are
consistent with the scientific literature reviewed, which highlights the
positive effects of learning models on the development of cognitive,
social and emotional skills of students. In addition, improved quality
and relevance of teaching and learning, as well as increased
collaboration and teamwork among students are mentioned. These
benefits reinforce the importance of implementing learning models in
higher education to provide quality and relevant education for students.
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