Fran J García-García
Biographic Data
| ID | 9503338 |
|---|---|
| NAME | Fran J García-García |
| GIVEN NAMES | Fran J |
| FAMILY NAME | García-García |
| SIGNATURE | GARCIA-GARCIA F J |
| AFFILIATIONS | Universitat de València |
| ORCID | 0000-0002-6267-0080 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Applications of learning analytics in the study of academic performance in higher education
This meta-review synthesizes evidence from systematic reviews (SRs) examining the application of Learning Analytics (LA) to the study of academic performance in higher education from an educational perspective. Despite growing interest in this area, existing reviews vary considerably in scope and exhibit notable substantive and methodological shortcomings. A comprehensive search strategy, up until May 2025, was conducted across four major databas…
Conceptual learning in pre-service teacher groups through a Text Mining intervention
Concept acquisition is a critical aspect in the education of teachers yet is especially challenging in group contexts in which traditional teaching strategies often fail to convey complex notions effectively. This study investigates the potential of text mining (TM) based learning analytics as a teaching tool to enhance conceptual learning in pre-service teachers. To do so, it analyses how the learning of complex and abstract educational concepts…
How University Teachers and Students Understand the «Learning to Learn» Competence
This study aimed to investigate how university teachers and students in Education, Health Sciences, and Engineering understand the ‘learning to learn’ competence, using text mining. Analyses covered 160 interventions from teachers (16,317 token-words) and 243 interventions from students (15,394 token-words). Students emphasized mentoring and adaptive skills, while teachers focused on autonomy and significant learning. Students highlighted the rol…
Perfiles de estudiantes universitarios en la competencia aprender a aprender y su relación con el rendimiento académico
Aprender a aprender (AaA) es una competencia clave propuesta por la Comisión Europea para los sistemas educativos (Recomendación del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente; Recomendación del Consejo, de 22 de mayo de 2018, relativa a las competencias clave para el aprendizaje permanente). Se suele pensar que los estudiantes, al incorporarse a la universidad, la man…
Las orientaciones políticas de las universidades públicas estatales de México en torno al aprendizaje de los estudiantes y su empleabilidad
Los estudiantes que egresan de las universidades mexicanas encuentran dificultades para aprender con autonomía y adaptarse al mercado laboral. Sin embargo, desconocemos cuál es la postura oficial de las universidades públicas estatales para resolver este problema. El propósito de este estudio fue analizar sus orientaciones políticas en torno al aprendizaje de los estudiantes y su empleabilidad. Tomamos como referencia los modelos educativos de 31…
Aprender a aprender en la universidad
The aim of this study was to explain the perceptions of university students and professors regarding the “learning to learn” approach. We set up focus groups with both collectives, using the GIPU-EA model as it was operative and integrative enough to permit systematization of the coding. We analyzed maturity and density and computed an intra-dimensional coherence score. The results showed two different profi les in perceiving “learning to learn”;…
Educación inclusiva en la formación del profesorado de educación secundaria
La educación secundaria ha sido identificada como un obstáculo para lograr la inclusión real y eficaz de todo el alumnado. La formación del profesorado es crucial para alcanzar dicha educación inclusiva. Por ello, nuestro estudio analiza los programas de formación en España (64 titulaciones). De acuerdo con las diferencias estadísticas, ha sido posible responder a tres preguntas de investigación. En respuesta a la primera, el sector (público o pr…
Learning to learn in universities 4.0. Human Obsolescence and short-term change
The 4th Industrial Revolution has modified the model of society worldwide. Short-term change has taken hold of everyday life, and people who do not cope with it become obsolete. Under this scenario, the life and work of the university graduates became fickle since their near future grows in uncertainty. Thus, we aimed to shed light on human optimization pathways from Higher Education in the knowledge-based society and economy, which made possible…
La competencia aprender a aprender
La competencia aprender a aprender (AaA) es una competencia clave (Comisión Europea [CE], 2006, 2018). Su incorporación en el sistema educativo precisa de un modelo teórico sólido y compartido por los investigadores, pero no hay acuerdo suficiente entre los académicos. Este trabajo pretende contrastar el modelo teórico elaborado por el equipo investigador con la opinión de informantes clave. Este modelo integra cinco dimensiones —cognitiva, metac…
No prominent works on this page.
Educación inclusiva en la formación del profesorado de educación secundaria
La educación secundaria ha sido identificada como un obstáculo para lograr la inclusión real y eficaz de todo el alumnado. La formación del profesorado es crucial para alcanzar dicha educación inclusiva. Por ello, nuestro estudio analiza los programas de formación en España (64 titulaciones). De acuerdo con las diferencias estadísticas, ha sido posible responder a tres preguntas de investigación. En respuesta a la primera, el sector (público o pr…
Learning to learn in universities 4.0. Human Obsolescence and short-term change
The 4th Industrial Revolution has modified the model of society worldwide. Short-term change has taken hold of everyday life, and people who do not cope with it become obsolete. Under this scenario, the life and work of the university graduates became fickle since their near future grows in uncertainty. Thus, we aimed to shed light on human optimization pathways from Higher Education in the knowledge-based society and economy, which made possible…
La competencia aprender a aprender
La competencia aprender a aprender (AaA) es una competencia clave (Comisión Europea [CE], 2006, 2018). Su incorporación en el sistema educativo precisa de un modelo teórico sólido y compartido por los investigadores, pero no hay acuerdo suficiente entre los académicos. Este trabajo pretende contrastar el modelo teórico elaborado por el equipo investigador con la opinión de informantes clave. Este modelo integra cinco dimensiones —cognitiva, metac…
Aprender a aprender en la universidad
The aim of this study was to explain the perceptions of university students and professors regarding the “learning to learn” approach. We set up focus groups with both collectives, using the GIPU-EA model as it was operative and integrative enough to permit systematization of the coding. We analyzed maturity and density and computed an intra-dimensional coherence score. The results showed two different profi les in perceiving “learning to learn”;…
Las orientaciones políticas de las universidades públicas estatales de México en torno al aprendizaje de los estudiantes y su empleabilidad
Los estudiantes que egresan de las universidades mexicanas encuentran dificultades para aprender con autonomía y adaptarse al mercado laboral. Sin embargo, desconocemos cuál es la postura oficial de las universidades públicas estatales para resolver este problema. El propósito de este estudio fue analizar sus orientaciones políticas en torno al aprendizaje de los estudiantes y su empleabilidad. Tomamos como referencia los modelos educativos de 31…
Perfiles de estudiantes universitarios en la competencia aprender a aprender y su relación con el rendimiento académico
Aprender a aprender (AaA) es una competencia clave propuesta por la Comisión Europea para los sistemas educativos (Recomendación del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente; Recomendación del Consejo, de 22 de mayo de 2018, relativa a las competencias clave para el aprendizaje permanente). Se suele pensar que los estudiantes, al incorporarse a la universidad, la man…
How University Teachers and Students Understand the «Learning to Learn» Competence
This study aimed to investigate how university teachers and students in Education, Health Sciences, and Engineering understand the ‘learning to learn’ competence, using text mining. Analyses covered 160 interventions from teachers (16,317 token-words) and 243 interventions from students (15,394 token-words). Students emphasized mentoring and adaptive skills, while teachers focused on autonomy and significant learning. Students highlighted the rol…
Conceptual learning in pre-service teacher groups through a Text Mining intervention
Concept acquisition is a critical aspect in the education of teachers yet is especially challenging in group contexts in which traditional teaching strategies often fail to convey complex notions effectively. This study investigates the potential of text mining (TM) based learning analytics as a teaching tool to enhance conceptual learning in pre-service teachers. To do so, it analyses how the learning of complex and abstract educational concepts…
Applications of learning analytics in the study of academic performance in higher education
This meta-review synthesizes evidence from systematic reviews (SRs) examining the application of Learning Analytics (LA) to the study of academic performance in higher education from an educational perspective. Despite growing interest in this area, existing reviews vary considerably in scope and exhibit notable substantive and methodological shortcomings. A comprehensive search strategy, up until May 2025, was conducted across four major databas…
Humanities (4 works) · Online Learning and Analytics (4 works) · Philosophy (4 works) · Education and Teacher Training (3 works) · Educational Innovations and Technology (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Computer Science (2 works)