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Submitted May 3, 2023
Published 2023-05-03

Artículos

No. 34 (2011): Acción y Reflexión Educativa

Las tareas en el nivel superior universitario:: ¿Cuál es su función?

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DOI: ND

Published: 2023-05-03

How to Cite

Castillero B., A. B. (2023). Las tareas en el nivel superior universitario:: ¿Cuál es su función?. Acción Y Reflexión Educativa, (34), 37–61. Retrieved from https://revistas.up.ac.pa/index.php/accion_reflexion_educativa/article/view/3772

Copyright (c) 2023 Acción y Reflexión Educativa

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Abstract

This article presents some of the advances and reflections surrounding the frame of the project of an exploratory research conducted by the author near the end of 2010. The chosen topic is one of the least investigated in educational research at the higher level. This is about assignments or work assigned by teachers to be completed outside the classroom and based upon the attended class. In general, this type of activity lies upon the notion that students must know how to develop these assignments because they already have the academic skills and the previous knowledge demanded by the assignment, regardless of the mode (individual or

group work). This is supported by the information and guidelines given by the teacher to the students.

There are many unanswered questions in this area which would generate deeper research. Some of these could be: How effective are homework assignments in relation with learning? Do instructors plan homework taking into consideration their pedagogical value? Is there an adequate relationship between homework assignments and the types of skills and knowledge demanded by the real practice of the labor field in which the graduated students could work in the future?

This writing presents some of the considerations that generated what we have called directing questions. Based on them a data collecting instrument was devised and applied to the students. This instrument contains two stages. In the first one, students were asked to provide examples of the homework assignments teachers give to them. The second consisted of a 30-item questionnaire organized into five categories prepared on purpose and without prioritizing with the objective of getting a first view of the state of the situation. These categories are the teacher, the course programs, students, assignments, and assessment.

Some concepts about school assignments at the university level, research proposals problems, and a table of the content organization are revised.

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