educational innovation, didactic trends, higher education, innovative practices, teachers training


Today’s world requires people who manage their learning and professional updating processes, which claims for a change in educational practices in all levels of education. However, in Higher Education, this transformation relies mostly on teacher’s efforts to innovate within the learning environments, requiring institutional efforts to generate strategies towards educational innovation. This paper presents the analysis of didactic trends and training needs of teachers at UNIMINUTO Colombia, based on the data gathered at the Annual Meetings for Innovative Pedagogical Practices and an additional survey applied on-line, to determine teachers’ training needs and, furthermore, institutional strategies to strengthen the teaching-learning process. The study uses a mixed methodology through a concurrent triangulation design with qualitative and quantitative methods, with an exploratory scope; both quantitative and qualitative parts of the study counted on a voluntary sampling method. Trend analysis shows that the most used didactic methods are Project-Based learning, Research-Based Learning, and Collaborative Learning. However, the analysis of teachers’ appropriation of knowledge about didactics, especially on those strategies, is low or basic, which compared to the training needs expressed by teachers demonstrate that training processes in educational innovation and new teaching methods is crucial to help educational innovation initiatives to evolve. The study stablishes a trend towards the use active-learning methodologies in pedagogical practices, highlighting the necessity of teachers’ training in how and when to use them, and setting the importance of including communication skills as a topic in teachers’ training programs.


Download data is not yet available.


Metrics Loading ...


Administración de la Comunidad Autónoma del País Vasco Departamento de Educación, Universidades e Investigación. (2008). Líneas Prioritarias de Innovación Educativa 2007- 2010. [Priority Lines of Educational Innovation 2007-2010]. RGM S.A. Retrieved from: https://www.euskadi.eus/contenidos/informacion/dig_publicaciones_innovacion/es_sist_edu/adjuntos/13_hezkuntza_sistema_000/000003c_Pub_EJ_lineas_0710_c.pdf

Blink Learning. (November 2018). IV estudio sobre el uso de la tecnología en la educación. [4th study about the use of technology in education] Retrieved from: https://www.realinfluencers.es/2018/11/13/iv-estudio-sobre-el-uso-de-la-tecnologia-en-la-educacion/

Centro de Excelencia Docente aeiou. (September 14, 2018). Centro de Excelencia Docente aeiou Web Site. [Center for Teaching Excellence aeiou Web Site] Retrieved from: http://www.uniminuto.edu/web/centroaeiou

Centro de Formación e Innovación Educativa. (2016). Modelo de Innovación Educativa. Estrategias y acciones para generar la innovación educativa. [Educational Innovation Model. Strategies and actions to generate educational innovation] Retrieved from: https://innovacionenredenlaencb.files.wordpress.com/2016/12/modeloinnovacioneducativa.pdf

Centro Virtual de Noticias de la Educación. (May 5, 2014). La calidad en la educación depende directamente de la calidad de los profesores, los educadores y los currículos, Clare Kosnik. Retrieved from: http://www.mineducacion.gov.co/cvn/1665/w3-article-340967.html

Crea, R. Red de Centros de Enseñanza-Aprendizaje: RedCrea (2018). [Network of Teaching-Learning Centers: RedCrea]. Retrieved from: http://redcrea.co.

Cumberland, D. M., Herd, A., Alagaraja, M., & Kerrick, S. A. (2016). Assessment and development of global leadership competencies in the workplace: A review of literature. Advances in Developing Human Resources, 18(3), 301-317. https://doi.org/10.1177/1523422316645883

European Union [Unión Europea]. (2017). Marco Europeo para la competencia digital del profesorado [European Framework for Teachers’ Digital Competency]. Retrieved from https://ec.europa.eu/jrc/sites/jrcsh/files/digcompedu_leaflet_es-nov2017pdf.pdf

Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M., Herodotou, C., Hillaire, G., ... & Misiejuk, K. (2019). Innovating Pedagogy 2019: Open University Innovation Report 7. Retrieved from: http://oro.open.ac.uk/59132/

Fernández-Aráoz, C. (2014). 21st-Century talent spotting. Harvard Business Review, 92(6), 46-54. Retrieved from: https://hbr.org/2014/06/21st-century-talent-spotting

Galeana De La O, L. (2006). Aprendizaje basado en proyectos. Investigación en Educación a distancia. Revista digital. Rescatado el, 16. [Project Based Learning]. Retrieved from: http://ceupromed.ucol.mx/revista/PdfArt/1/27.pdf

Harvey, L., Locke, W., Morey, A. (2002) Enhancing Employability, Recognising Diversity: Making links between higher education and the world of work. London: Universities UK and the Careers Services Unit. Retrieved from https://www.qualityresearchinternational.com/Harvey%20papers/Harvey,%20Locke%20and%20Morey%202002%20Enhancing%20employability.pdf

Hernández- Sampieri, R., fernández, C., & Baptista, P. (2014). Metodología de la Investigación [Research Methodology] (Sixth ed.). México D.F.: McGraw Hill.

Hurtado, G. E. (2014). ¿Cuáles son las tendencias en las metodologías de enseñanza de la última década en iberoamérica?-¿ Which are the trends in the teaching methods of the past decade in iberoamérica?. [Which are the trends in teaching methodologies for the last Decade in Ibero America?] Revista científica, 1(18), 86-99. https://doi.org/10.14483/23448350.5564

Imbernón, F. (2001). Claves para una nueva formación del profesorado. [Keys to a new teacher training]. Revista Investigación en la Escuela, 43, 57-66. Retrieved from: http://hdl.handle.net/11441/60307

Jogerst, K., Callender, B., Adams, V., Evert, J., Fields, E., Hall, T., ... & Simon, L. (2015). Identifying interprofessional global health competencies for 21st-century health professionals. Annals of Global Health, 81(2), 239-247. https://doi.org/10.1016/j.aogh.2015.03.006

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525. https://doi.org/10.1007/s10734-014-9788-z

Lasauskiene, J., & Rauduvaite, A. (2015). Project-Based Learning at University: Teaching Experiences of Lecturers. Procedia - Social and Behavioral Sciences, 197, 788- 792. https://doi.org/10.1016/j.sbspro.2015.07.182

Laudadío, M. J., & Da Dalt, E. (2014). Estudio de los estilos de enseñanza y estilos de aprendizaje en la universidad. [Study of teaching styles and learning styles in college] Educación y educadores, 17(3), 483-498. https://doi.org/10.5294/edu.2014.17.3.5

Leal Filho, W., Shiel, C., & Paco, A. (2016). Implementing and operationalising integrative approaches to sustainability in higher education: the role of project-oriented learning. Journal of cleaner Production, 133, 126-135. https://doi.org/10.1016/j.jclepro.2016.05.079

Lee, D., Huh, Y., & Reigeluth, C. M. (2015). Collaboration, intragroup conflict, and social skills in project-based learning. Instructional Science, 43(5), 561-590. https://doi.org/10.1007/s11251-015-9348-7

Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers’ self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and teacher education, 66, 171-183. https://doi.org/10.1016/j.tate.2017.04.004

McBride, J. M., & Drake, R. L. (2016). Longitudinal cohort study on medical student retention of anatomical knowledge in an integrated problem-based learning curriculum. Medical teacher, 38(12), 1209-1213. https://doi.org/10.1080/0142159X.2016.1210113

Ministerio de Educación Nacional República de Colombia. (2016). La innovación educativa en Colombia. Buenas prácticas para la innovación y las TIC en Educación. Retrieved from: https://n9.cl/6cig

Moyano, M. E. C., & Pinzón, M. A. B. (2019). Las prácticas pedagógicas un reconocimiento a la innovación/Práticas pedagógicas reconhecimento à inovação. [Pedagogical practices, an acknowledgement to innovation]. Brazilian Journal of Development, 5(9), 14814-14825. https://doi.org/10.34117/BJDV5N9-081

Murillo, A. (2017). ¿Qué es innovación educativa. [What is ducational Innovation?] Retrieved from: https://observatorio.itesm.mx/edu-news/innovacion-educativa

Observatorio de Innovación Educativa del Tecnológico de Monterrey. (October 2014). Reporte Edu Trends: Aprendizaje invertido. [Edu Trends Report: Flipped Learning] Retrieved from: http://www.sitios.itesm.mx/webtools/Zs2Ps/roie/octubre14.pdf

Observatorio de Innovación Educativa del Tecnológico de Monterrey. (2017). Radar de Innovación Educativa 2017. Tecnológico de Monterrey. [Educational INnovation Radar 2017. Tecnológico de Monterrey] Retrieved from: https://observatorio.itesm.mx/radar-de-innovacin-educativa-2017

Pang, E., Wong, M., Leung, C. H., & Coombes, J. (2019). Competencies for fresh graduates’ success at work: Perspectives of employers. Industry and Higher Education, 33(1), 55-65. https://doi.org/10.1177/0950422218792333

Representación de la UNESCO de Perú. (2016). Innovación Educativa. Herramientas de apoyo para el trabajo docente. Lima: CARTOLAN E.I.R.L. [Educational Innovation Support tools for teaching]

Rivadeneria, E. (2017). Competencias didácticas- pedagógicas del docente, en la transformación del estudiante universitario. [Teaching-pedagogical skills of the teacher, in the transformation of the university student]. Orbis. Revista Científica de Ciencias Humanas, 13(37), 41-55. Retrieved from: http://www.redalyc.org/articulo.oa?id=70952383003

Roberts, D. (2018). Active Learning Precursors in Multidisciplinary Large Lectures: A Longitudinal Trial on the Effect of Imagery in Higher Education Lectures. College Teaching, 66(4), 199-210. https://doi.org/10.1080/87567555.2018.1486802

Sun, C., Shute, V. J., Stewart, A., Yonehiro, J., Duran, N., & D’Mello, S. (2020). Towards a generalized competency model of collaborative problem solving. Computers & Education, 143, 103672. https://doi.org/10.1016/j.compedu.2019.103672

Tan, J. P. L., Yang, S., Koh, E., & Jonathan, C. (2016, April). Fostering 21st century literacies through a collaborative critical reading and learning analytics environment: user-perceived benefits and problematics. In Proceedings of the sixth international conference on learning analytics & knowledge (pp. 430-434). ACM. https://doi.org/10.1145/2883851.2883965

Unión Europea. (2017). Marco Europeo para la competencia digital del profesorado (DigCompEdu). Retrieved from: https://n9.cl/2rdw

Universidad del Norte. (17 de julio de 2017). Centros de apoyo a la docencia del país y el continente compartieron sus experiencias. [Teaching support centers in the country and the continent shared their experiences] Retrieved from: https://n9.cl/rihav

Virtual Center for Education News [Centro Virtual de Noticias de la Educación] (May 5, 2014). La calidad en la educación depende directamente de la calidad de los profesores, los educadores y los currículos, Clare Kosnik [The quality of education depends directly on the quality of teachers, educators and curricula, Clare Kosnik]. Retrieved from http://www.mineducacion.gov.co/cvn/1665/w3-article-340967.html

Walker, A. E., Leary, H., Hmelo-Silver, C. E., & Ertmer, P. A. (Eds.). (2015). Essential readings in problem-based learning. Purdue University Press. Retrieved from: https://books.google.rs/books?hl=en&lr=&id=KhF-BgAAQBAJ&oi=fnd&pg=PR1&dq=Walker,+A.,+Leary,+H.,+Hmelo-+Silver,+C.,+%26+Ertmer,+P.+(Edits.).+(2015).+Essential+Readings+in+Problem-based+Learning.+West+Lafayete:+Purdue+University+Press.&ots=awo8oUhv_p&sig=0YQf0MDIQP3uCPPNlornPpSV3to&redir_esc=y#v=onepage&q&f=false

Zhang, I., & Wildemuth, B. (2017). Qualitative Analysis of Content. En B. Wildemuth (Ed.), Applications of Social Research Methods to Questions in Information and Library Science (Second ed.). Santa Bárbara, CA; Denver, CO: Libraries Unlimited.




How to Cite

A. Bautista, M. ., & E. Cipagauta, M. . (2019). DIDACTIC TRENDS AND PERCEIVED TEACHERS’ TRAINING NEEDS IN HIGHER EDUCATION: A CASE STUDY. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(3), 27–35. https://doi.org/10.5937/IJCRSEE1903071B