Elvira Carpintero Molina

Development and evaluation of the team work skill in university contexts. Are virtual environments effective

Soft skills refer to those personal competencies affecting the way we interact with people and they include aspects such as communication, listening, negotiating, team work, leadership, ethics, commitment, etc. (Computerworld 35:24, 2001; Dubrin, Coaching and Mentoring Skills (NetEffect Series), 2004; J Soc Work Pract 14:149-158, 2000; InfoWorld 20:104, 1998; J Coll Teach Learn 2:1-6, 2005; Comput Can 24:21-22, 1998; Waller, Soft skills for lawyers, 2007). The role of soft skills in terms of personal growth, employability, social development, social participation, change adaptation, etc. has been widely acknowledged although there is no agreement regarding the differential importance of some soft skills over others. However, the latter point is relative given that it depends on the field of reference. Despite the fact that these competencies are highly valued in the labor market, universities seem to overlook this demand throughout students’ education process and the development and assessment of these competencies have been given but scant attention. Further, the increasing emphasis on the use of ICTs in university education and a gradual trend towards blended-learning and virtual environments have prevented the development of these competencies as they are thought to require face-to-face interaction amongst classmates and between students and teachers. This study presents the results of an innovative proposal that intends to break these barriers by focusing on promoting the learning and assessment of team work skills in virtual environments. These results prove the suitability of the program when it comes to developing and evaluating these skills in a b-learning environment.

Enfoques de atención a la diversidad, estrategias de aprendizaje y motivación en educación secundaria

This exploratory study aims to identify and analyze differences in the learningstrategies and motivational patterns manifested by high school studentsfrom the Madrid Community, based on the educational approach to diversityin the said study center. A total of 437 students answered the LearningStrategies and Motivation Questionnaire (CEAM). Several descriptive analyseswere carried out, along with an analysis of variance (ANOVA) on studentoutcomes depending on the focus of attention placed on diversity withinthe schools studied throughout the Questionnaire. Statistically, significantdifferences were found in favor of the Integral Adaptation Center regardinglearning strategies (relationship building) and motivation (intrinsic forgroup work and internal attribution). These results support the desirabilityfor educational establishments to adopt an inclusive approach to diversity soas to improve the independent learning skills among their students.