Aprendizaje activo en educación superior: Claves prácticas para enseñar con sentido

Autores/as

María de los Lirios Bernabé Lillo
Pontificia Universidad Católica del Ecuador Sede Esmeraldas
https://orcid.org/0000-0001-8711-0402
DOI: https://doi.org/10.58995/lb.redlic.68

Palabras clave:

estrategias de enseñanza, aprendizaje activo, educación, superior, planificación, metodologías

Sinopsis

Prólogo

En un mundo en constante cambio, donde los avances tecnológicos, la globalización y las demandas de la sociedad evolucionan a un ritmo vertiginoso, la educación superior enfrenta el desafío de formar profesionales que no solo dominen conocimientos técnicos, sino que también sean capaces de adaptarse, pensar críticamente, trabajar colaborativamente y liderar transformaciones en sus comunidades. Este contexto exige que los docentes universitarios evalúen y rediseñen sus prácticas pedagógicas para responder a estas necesidades, incorporando metodologías que prioricen al estudiante como centro del proceso de aprendizaje y potencien el desarrollo integral del alumnado.

Este libro, "Aprendizaje Activo en la Educación Universitaria: Claves prácticas para enseñar con sentido", surge como una propuesta para inspirar, guiar y empoderar a los docentes en la adopción de enfoques innovadores que transformen sus aulas en espacios dinámicos, reflexivos y significativos. Desde una perspectiva inclusiva, práctica y crítica se ofrece una visión integral que combina teoría educativa, enfoques centrados en el aprendizaje adulto y autodirigido, estrategias pedagógicas y herramientas tecnológicas que potencian el aprendizaje.

En las primeras páginas, exploramos la esencia misma del aprendizaje: ¿qué significa aprender? ¿Cómo procesamos, retenemos y aplicamos el conocimiento? Este análisis es fundamental para comprender por qué las metodologías activas representan una respuesta adecuada a los desafíos actuales de la educación superior. Además, abordamos los enfoques, pedagógico, andragógico y heutagógico, siendo estos dos últimos, pilares fundamentales para diseñar experiencias formativas que respeten la autonomía, la experiencia y las motivaciones de los estudiantes.

A medida que avanzamos, profundizamos en las metodologías activas que han demostrado ser efectivas en la educación universitaria: desde el aprendizaje basado en problemas y proyectos hasta la gamificación y el aprendizaje servicio. Cada metodología es presentada no solo con su base conceptual, sino también con ejemplos prácticos que faciliten su implementación en el aula. Complementamos este recorrido con técnicas pedagógicas concretas que pueden enriquecer las dinámicas de clase y herramientas tecnológicas que optimizan la gestión, interacción y evaluación del aprendizaje.

Este libro no solo pretende ser una guía técnica, sino también una invitación a la reflexión. Más allá de las estrategias y herramientas, la verdadera transformación educativa radica en el compromiso del docente por fomentar en sus estudiantes la curiosidad, la capacidad de aprender a aprender y el deseo de contribuir al bien común.

Con esta obra, la PUCE sede Esmeraldas busca acompañar a los docentes universitarios en su proceso de innovación pedagógica y en la implementación del modelo educativo PUCE, reconociendo que cada aula es única y que cada docente tiene el poder de influir positivamente en las vidas de sus estudiantes. Creo firmemente que la educación activa no es una moda pasajera, sino una necesidad imperante en un mundo donde la capacidad de adaptarse, colaborar y resolver problemas es clave para el éxito.

Invito a los lectores a explorar estas páginas con mente abierta y espíritu crítico, adoptando y adaptando las ideas presentadas a sus propias realidades. Que este libro sea un punto de partida para la reflexión, el aprendizaje continuo y la construcción de aulas universitarias donde el aprendizaje sea una experiencia activa, colaborativa, transformadora y significativa.

María Bernabé Lillo

Educadora e investigadora

Octubre de 2025

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Capítulo 1

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Capítulo 5

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Capítulo 6

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Capítulo 6

Abildinova, G., Abdykerimova, E., Assainova, A., Mukhtarkyzy, K., & Abykenova, D. (2024). Preparing educators for the digital age: teacher perceptions of active teaching methods and digital integration. In Frontiers in Education (Vol. 9, p. 1473766). https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1473766/full

Cabanillas-García, JL (2025). The application of active methodologies in Spain: a study of teaching use, perceived student acceptance, attitudes, and training needs at different educational levels. Ciencias de la Educación, 15 (2), 210. https://www.mdpi.com/2227-7102/15/2/210

Calderón, M.I., & Mestrinho, O. (2020). A study on active methodologies applied to the teaching and learning process in the field of computer science. IEEE Access, 8, 219083-219097. https://ieeexplore.ieee.org/abstract/document/9252881

Canavesi, A., & Ravarini, A. (2024). Innovative active learning methodologies to develop the skills of the future of work. Revista de teoría y práctica de la educación superior , 24 (4). https://doi.org/10.33423/jhetp.v24i4.6941

Crisol-Moya, E., Romero-López, M.A., & Caurcel-Cara, M.J. (2020). Active Methodologies in Higher Education: Perception and Opinion as Evaluated by Professors and Their Students in the Teaching-Learning Process. Frontiers in Psychology, 11, 1703. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.01703/full

Espinosa, A., & Avalos, A.A. (2024). Implementación de metodologías activas en la enseñanza universitaria. INSTA MAGAZINE, 7(1), 1-5. https://revista.insta.edu.ec/index.php/instamagazine/article/view/56

Fernández-de-Castro, J., & Villegas-Pantoja, R. A. (2024). Metodologías activas en educación superior: el caso de una universidad particular en México. European Public & Social Innovation Review, 9, 1-15. https://epsir.net/index.php/epsir/article/view/631

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González-García, L. (2024) Innovación docente y Metodologías activas: Conceptos y relaciones. RIIED, (8), 1-12. https://riied.org/index.php/v1/article/download/170/225?inline=1

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Capítulo 8

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LaDage, L. D., Tornello, S. L., Vallejera, J. M., Baker, E. E., Yan, Y., & Chowdhury, A. (2018). Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students. Advances in physiology education, 42(1), 99-103. https://journals.physiology.org/doi/full/10.1152/advan.00150.2017

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Capítulo 9

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Capítulo 10

Annijovich, R. , & Gonzalez C. (2011) Evaluar para aprender. A qué Educación.

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Kim, H.J., Kong, Y., Hernandez, C., & Soban, M. (2023). Student emotions and Engagement: Enacting humanizing pedagogy in higher education. IAFOR Journal of Education, 11 (3), 185-206. https://eric.ed.gov/?id=EJ1410460

Matthews, K.E., Andrews, V., & Adams, P. (2011). Social learning spaces and student Engagement. Higher education research and development, 30 (2), 105-120. https://www.tandfonline.com/doi/abs/10.1080/07294360.2010.512629

Pandita, A., & Kiran, R. (2023). Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction. sostenible. Sustainability , 15 (10), 7923. https://www.mdpi.com/2071-1050/15/10/7923

Prananto, K., Cahyadi, S., Lubis, F.Y., & Hinduan, ZR (2025). Perceived teacher support and student engagement among higher education students – a systematic literature review. BMC psychology , 13 (1), 112. https://link.springer.com/article/10.1186/s40359-025-02412-w

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Sanmartí, N. (2007). 10 ideas clave. Evaluar para aprender. Editorial Grao

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Capítulo 11

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Jiménez-Barrera, M., Meneses-La-Riva, M.E., De la Cruz, Y.C., Cabanillas-Chavez, M.T., & Cabrera-Olvera, J.L. (2022). Experiencia docente en la aplicación de metodologías activas de aprendizaje en la educación superior enfermera. Índice de Enfermería, 31 (2), 134-138. https://scielo.isciii.es/scielo.php?pid=S1132-12962022000200018&script=sci_arttext&tlng=pt

Kamenetskiy, M. (2020). Active learning strategies for online college classrooms. In Optimizing Higher Education Learning Through Activities and Assessmentss, 1-19). IGI Global Scientific Publishing.

Li, Y.L. (2007). Teachers talking about effective practices: Understanding teaching knowledge and practice. Revista de Formación Docente de Educación Infantil, 28 (3), 301-310. https://www.tandfonline.com/doi/abs/10.1080/10901020701634864

Niemi, H., Nevgi, A., & Aksit, F. (2016). Active learning promoting student teachers' professional competences in Finland and Turkey. European Journal of Teacher Education, 39 (4), 471-490. https://www.tandfonline.com/doi/abs/10.1080/02619768.2016.1212835

Ross, L., Krause, S. J., Judson, E., Mayled, L. H., Culbertson, R. J., Hjelmstad, K. L., ... & Glassmeyer, K. (2020, June). Review and Assessment of an Evidence-Based Professional Development Program to Promote Active-Learning Pedagogical Practices in the Classroom. In 2020 ASEE Virtual Annual Conference Content Access. https://peer.asee.org/review-and-assessment-of-an-evidence-based-professional-development-program-to-promote-active-learning-pedagogical-practices-in-the-classroom

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noviembre 10 2025

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Derechos de autor 2025 María de los Lirios Bernabé Lillo

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10-11-2025