Romero-Rodríguez, S. y Figuera-Gazo, P. (2018). Orientación en la Universidad. In A. Manzanares y C. Sanz. (Ed.) Orientación Profesional. Fundamentos y Estrategias. Publicaciones ULCM. https://ruidera.uclm.es/items/ae610439-bded-4f57-a87b-753316eed2d9
Kampylis, P., Hodson, D., Petkova, S., Hippe, R., Cachia, R., Sala, A., Weikert Garcia, L., Castaño Muñoz, J. and Punie, Y., (2019). SELFIE Forum – Teaching and Learning in the Digital Age. Publications Office of the European Union. https://dx.doi.org/10.2760/799301
Kampylis, P., Hodson, D., Petkova, S., Hippe, R., Cachia, R., Sala, A., ... & Punie, Y. (2019). SELFIE forum–teaching and learning in the digital age (No. JRC117482). Joint Research Centre.
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Arregui Pabollet, E., Bacigalupo, M., Biagi, F., Cabrera Giraldez, M., Caena, F., Castaño-Muñoz, J., Centeno Mediavilla, I., Edwards, J., Fernandez Macias, E., Gomez Gutierrez, E., Gomez Herrera, M., Inamorato Dos Santos, A., Kampylis, P., Klenert, D., Lopez Cobo, M., Marschinski, R., Pesole, A., Punie, Y., Tolan, S., Torrejon Perez, S., Urzi Brancati, M. and Vuorikari, R. . (2019). The changing nature of work and skills in the digital age. Publications Office of the European Union. https://dx.doi.org/10.2760/679150
This research reports a qualitative case study in which university students’ career paths are analyzed through autobiographical interviews. Seventeen graduates of pedagogic sciences and business administration and management were selected. Our aim was to analyze the students’ adaptabilities and resources to cope with and adapt to changes during their transition processes. A deductive analysis of career adaptability was conducted. The dimensions proposed by Savickas and Porfely (2012) were carried out in order to assess adaptability: Curiosity, Control, Confidence and Concern.
We are increasingly aware of the broad spectrum of emotions that are experienced in schools. Experience and scientific literature provide evidence that supports the need for emotional education programs in schools. The main objective of our investigation is to identify the factors that influence the development of the teachers’ emotional autonomy. The methodological design we follow has a mixed approach. Quantitative data collection has been obtained from the emotional development questionnaire CDE A-35 v.
MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs.