La perspectiva de los alumnos sobre la planificación de las enseñanzas universitarias

Resumen

Background: The EEES has developed a regulatory framework for the teaching-learning model checking guidelines for planning lessons from broader levels in response to the degree, to the most specific to the matters referred to. Each teacher must develop so thorough planning matter in the teaching guide. So, the following questions are raised: How is it perceived this planning? Are there differences in students' perceptions of this planning between grade student and master student? Methods: We conducted a study with a total of 106 psychology students, of which 31 (29.2%) were master's students and 75 (70.8%) were undergraduate students. The ages of the participants were between 20 and 33 years (M = 21.41, SD = 2.118). A semistructured interview was performed in order to analyze how students rate their level of satisfaction with material planning and organization of the time, the usefulness of the teaching guides and workload distribution. Results: The results indicate that, in general, master's students show a significantly higher level of satisfaction grade students in the distribution of the theoretical and practical part, in planning, in the distribution of workload, and the sequence of contents. Conclusions: The results show that master's students show a significantly higher level of satisfaction grade students, perceiving a better fit of educational planning.