Metodologías activas en el proceso enseñanza aprendizaje en la educación superior
DOI:
https://doi.org/10.56048/MQR20225.9.3.2025.e945Palabras clave:
Metodologías activas; Enseñanza-aprendizaje; Educación superior; Participación estudiantil; Innovación pedagógicaResumen
El presente artículo analiza el aporte de las metodologías activas como el aprendizaje basado en problemas, aprendizaje por descubrimiento, proyectos, casos, aula invertida, gamificación, aprendizaje por retos, conectividad y trabajo en equipo en la educación superior. Se realizó una revisión bibliográfica de literatura en las diferentes bases de datos Scopus, Web of Science y EBSCOhost y Taylor And Francis y un estudio de campo, a través de aplicación de 50 encuestas a estudiantes seleccionados de manera aleatoria, que evidencian la importancia y una síntesis narrativa de hallazgos empíricos centrados en desempeño académico, participación, autorregulación y pensamiento crítico. La evidencia muestra efectos positivos consistentes de los enfoques centrados en el estudiante sobre el rendimiento y la motivación, con variaciones según el diseño y la fidelidad de implementación. Se proponen lineamientos prácticos para la planificación didáctica: activación del conocimiento previo, tareas auténticas, evaluación formativa, retroalimentación oportuna y uso estratégico de tecnologías de apoyo. Se discuten además tensiones frecuentes (carga de trabajo, evaluación de procesos, equidad en trabajo colaborativo) y medidas para mitigarlas. Se concluye que las metodologías activas, cuando se alinean con resultados medibles y evaluación criterial, potencian competencias transversales y mejoran la experiencia formativa en carreras universitarias.
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