University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
|
RNPS: 2411
|13(1) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Ortega-Aguirre, L., &
Sánchez Espinoza, M. (2025). Development
of research skills in distance higher
education: analysis of teaching strategies in
Engineering careers.
Estrategia y Gestión
Universitaria
, 13(1), e8854.
https://doi.org/10.5281/zenodo.15243277
Received: 17/03/2025
Accepted: 26/04/2025
Published: 02/05/2025
Corresponding author:
luis.ortegaguirre@gmail.com
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Development of research skills in
distance higher education: analysis of
teaching strategies in Engineering
careers
Desarrollo de habilidades investigativas
en educación superior a distancia:
análisis de estrategias docentes en
carreras de Ingeniería
Desenvolvimento de competências de
pesquisa no ensino superior a distância:
análise de estratégias de ensino nas
carreiras de Engenharia
Abstract
Introduction: addressing the significance of teaching
strategies to develop research skills in autonomous
environments within an open and distance university with an
asynchronous and self-managed model in Engineering
programs. Objective: to analyze these strategies in subjects
related to research. Method: semi-structured interviews were
conducted with 13 professors teaching these subjects.
Results: they reveal that the strategies focus on raising
students' awareness about research and gradually presenting
the content. Additionally, a lack of clarity in the evaluation of
research skills was observed. As a skill, professors understand
the learning objectives, though the need to improve planning
and design more intentional strategies was identified.
Conclusion: the importance of structuring and prioritizing
teaching strategies aimed at the development of research
skills is highlighted, going beyond the actions dictated by the
curricular content. Thus, this study underlines the role of
planned teaching in strengthening research training in higher
distance education.
Keywords: research skills, industrial engineering, distance
education, teaching strategies
Resumen
Introducción: abordar la importancia de las estrategias
docentes para desarrollar habilidades investigativas en
entornos autónomos en una universidad abierta y a distancia
con un modelo asíncrono y autogestivo en carreras de
Ingeniería. Objetivo: analizar dichas estrategias en
asignaturas vinculadas a la investigación. Método: consistió en
entrevistas semiestructuradas a 13 docentes que imparten
estas asignaturas.
Luis Ortega-Aguirre
1
Universidad Abierta y a Distancia de México
(UnADM)
https://orcid.org/0000-0001-9108-6062
luis.ortegaguirre@gmail.com
México
Maricela Sánchez Espinoza
2
Universidad La Salle México
https://orcid.org/0000-0002-5336-3329
maricelasanchezespinoza1@gmail.com
México
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(1) | January-June |2025|
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
Método:
consistió en entrevistas semiestructuradas a 13 docentes que imparten
estas asignaturas.
Resultados:
revelan que las estrategias se centran en
sensibilizar a los estudiantes sobre la investigación y presentar gradualmente los
contenidos. A su vez, se observó poca claridad en la evaluación de las habilidades
investigativas. Como habilidad, los docentes comprenden los objetivos de
aprendizaje, aunque se identificó la necesidad de mejorar la planificación y
diseñar estrategias más intencionadas.
Conclusión:
se destaca la importancia de
estructurar y priorizar estrategias didácticas orientadas al desarrollo de
habilidades investigativas, más allá de las acciones dictadas por el contenido
curricular. De esta manera, este estudio subraya el papel de una enseñanza
planificada para fortalecer la formación en investigación en educación superior a
distancia.
Palabras clave:
habilidades investigativas, ingeniería industrial, educación a
distancia, estrategias de enseñanza
Resumo
Introdução: abordar a importância das estratégias de ensino para o
desenvolvimento de habilidades de pesquisa em ambientes autônomos em uma
universidade aberta e a distância com um modelo assíncrono e autogerenciado em
cursos de Engenharia. Objetivo: analisar essas estratégias em disciplinas
vinculadas à pesquisa. Método: foram realizadas entrevistas semiestruturadas com
13 professores que ministram essas disciplinas. Resultados: revelam que as
estratégias se concentram em conscientizar os alunos sobre a pesquisa e
apresentar gradualmente os conteúdos. Além disso, observou-se falta de clareza
na avaliação das habilidades de pesquisa. Como habilidade, os professores
compreendem os objetivos de aprendizagem, embora tenha sido identificada a
necessidade de melhorar o planejamento e projetar estratégias mais intencionais.
Conclusão: Destaca-se a importância de estruturar e priorizar estratégias
didáticas voltadas para o desenvolvimento de habilidades de pesquisa, indo além
das ações ditadas pelo conteúdo curricular. Assim, este estudo enfatiza o papel
de um ensino planejado para fortalecer a formação em pesquisa no ensino superior
a distância.
Palavras-chave:
habilidades de pesquisa, engenharia industrial, educação a
distância, estratégias de ensino
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
Introduction
Research has recently been conceived as a vital resource for enhancing the
quality of education, prompting higher education institutions to consolidate
programs and strategies aimed at developing research competencies, as noted by
Ripoll-Rivaldo (2021). In this context, engineering programs offered through distance
learning have represented a particular area of interest, as they require students to
manage their learning process autonomously and asynchronously.
Moreover, there is a recognized need to stimulate skills such as critical
thinking, creativity, and problem-solving, which are considered fundamental for
knowledge generation and for addressing the challenges of a constantly transforming
society (De la Cuesta, 2024).
However, significant obstacles have been identified that restrict research
teaching, such as the decontextualization of content, the reduction of research to
the study of methodology, and the limited connection between research groups and
teaching activities (Rojas & Ducoing, 2021). These limitations have significantly
impacted the training of new professionals and highlighted the urgency of designing
pedagogical approaches that integrate research as a transversal and continuous
practice.
Despite efforts over the past decade to reform curricula and introduce
curricular innovations, the literature has shown that much of the research teaching
has been concentrated in isolated courses or projects (Marañón Cardonne et al.,
2020; Quispe-Mamani et al., 2024).
Furthermore, in Mexico, there has been an excessive emphasis on the
preparation of graduation projects, which, while relevant, did not guarantee the
progressive acquisition of research competencies throughout the entire program
(Tinoco-Cuenca et al., 2020). This approach may lead to a fragmented view of
research, failing to achieve full integration with other subjects or the real needs of
the productive sector and the scientific community.
It is worth noting that distance higher education poses an additional
challenge, as it requires specific pedagogical strategies to maintain motivation,
participation, and constant interaction between teachers and students in virtual
spaces.
In addressing these issues, this article aims to analyze teaching strategies
that promote the development of research skills in engineering programs within the
context of distance higher education. It intends to provide a comprehensive
approach that allows for the recognition of the concrete implementation of these
strategies throughout the academic program, as well as to identify strengths and
areas for continuous improvement.
This analysis seeks to contribute to the debate on research training in virtual
environments by proposing lines of action that strengthen the role of teachers as
facilitators of inquiry and critical reflection processes. Ultimately, it is expected to
positively influence the establishment of a research culture that supports future
engineering professionals throughout their educational journey and enhances the
overall quality of higher education.
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
Teaching as an activity of teachers in distance higher education
Teaching, conceived as a professional and intentional activity, demands
mastery of knowledge, skills, and ethical principles from teachers (Acuña-Gamboa,
2022). In the context of distance higher education, this body of knowledge becomes
particularly relevant, as teachers must design effective learning experiences in
virtual and asynchronous environments, catering to the diverse rhythms and styles
characteristic of engineering students.
To achieve this, it is essential for teachers to have a clear understanding of
what students need to learn, as well as the most appropriate pedagogical strategies
to guide that learning process in an online environment. Based on this understanding,
the teacher selects and adapts activities that provide learning opportunities,
facilitating access to scientific knowledge and promoting the development of
research skills.
This process involves various types of knowledge, classified by Acuña-
Gamboa (2022) into categories such as content knowledge (disciplinary content of
engineering), general pedagogical knowledge (principles of organizing classes on
virtual platforms), curriculum knowledge (mastery of engineering study programs),
pedagogical content knowledge (the fusion of discipline with specific teaching
strategies), knowledge of students and their characteristics (particularly important
in distance environments), and knowledge of educational contexts (the functioning
of the virtual classroom, the institution, and the academic community). Additionally,
this includes knowledge of the educational objectives and values that guide
engineering education, emphasizing the need to foster research competencies for
solving technological and social problems.
In this regard, teaching is configured as a process that begins with clarity
about the content to be transmitted, continues with the selection of appropriate
means for teaching, and culminates in the implementation of these actions in the
virtual classroom. Acuña-Gamboa (2022) referred to this cycle as the Model of
Pedagogical Reasoning and Action, whose stages of understanding, transformation,
teaching, assessment, reflection, and new understanding are constantly
interrelated. In the context of distance higher education, this cycle takes on special
importance, as the teacher must make intentional decisions grounded in the virtual
nature of interaction.
Among these decisions is the design of teaching strategies, which, according
to Vicarioli & Solano (2020), are procedures developed to contribute to effective
student learning, and which, according to Shadiev et al. (2020), aim to promote
comprehension and cognitive performance. These strategies are conceived during
the transformation stage, at which point the teacher transforms specific engineering
content into activities designed for a virtual environment, providing students with
opportunities to investigate, experiment, and reflect—essential elements for
developing research competencies in engineering programs.
Didactics of research in distance higher education for engineering
programs
The didactics of research, understood as the analysis of operations related
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
to teaching what and how research is taught, is particularly relevant in distance
higher education, especially in engineering programs. Rojas Arenas et al. (2020)
proposed four propositions that could serve as a foundation for a “new didactics of
research”: a) teaching research yields better results when it emphasizes the
practices, processes, and mechanisms inherent to scientific activity; b) the focus of
research teaching should be less on abstract theory and more on the practical
operations that occur in knowledge production; c) teaching research is a prolonged
process, necessitating continuous and strategic approaches throughout training,
from secondary education to postgraduate studies; d) research training is facilitated
by working with active research teams, where students have the opportunity to
engage directly in scientific practice.
For teachers in distance engineering programs, Parra Castrillón (2023)
highlights the importance of possessing competencies to understand the relevance
of research in educational practice. This entails the ability to observe, identify,
question, interpret, and analyze the challenges that arise in virtual learning
environments. Additionally, the need to design solutions based on research methods
and to promote scientific writing practices for recording progress and drafting
research reports was emphasized. This approach fosters a research-oriented
environment in virtual courses, recognizing the potential to generate new knowledge
linked to the challenges of engineering in a distance education context.
Rojas Arenas et al. (2020) assert that the work of researchers is conveyed
through the knowledge of the teacher, which requires not only research
competencies but also a deep understanding of scientific endeavors in the field of
engineering. This involves skills to problematize, formulate observables,
theoretically ground, describe, discover, explain, and develop scientific writing
strategies—essential aspects for guiding students toward producing new knowledge
in virtual environments. Silva et al. (2021) identified a set of cognitive and discursive
skills necessary for understanding and executing the research process: strategic
thinking, reasoning, argumentation, problem-solving, and project development.
In line with this perspective, various models have emphasized the
importance of research practice as a fundamental strategy, based on the premise
that one learns to conduct research through actual research activities (Valenciano-
Canet, 2019).
In engineering programs offered through distance learning, curricula often
incorporate subjects and transversal objectives aimed at fostering research training.
However, it is essential to analyze the focus and type of research that is prioritized,
as different modalities can be distinguished: formative research (as a teaching tool),
action research (for reflection on practice and continuous improvement), and strict
research (aimed at generating disciplinary scientific knowledge) (Hernández &
Moreno, 2021).
These perspectives contribute to a broader debate about the possibility of
integrating teaching and research (Cebrián, 2020), discussing the feasibility of
engaging in both activities full-time, the rigor required for research, and the
potential for teachers to make significant contributions to the scientific field while
teaching at a distance.
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
In most engineering curricula in virtual environments, there is an emphasis
on applied research aimed at solving practical problems related to the discipline.
While the production of scientific knowledge is also promoted, it has been observed
that the level of rigor may be relatively limited, as students wishing to pursue
research more deeply tend to continue their education in postgraduate programs.
With this frame of reference, a study was conducted focusing on understanding the
teaching process of research in engineering programs offered through distance
learning.
Methods and materials
This study was conducted within the constructivist paradigm (Bustos-
Viviescas et al., 2023) and adopted a qualitative approach (Forni & Grande, 2020).
To gain an in-depth understanding of the teaching strategies that promote the
development of research skills in engineering students in the context of distance
higher education, a case study (Cohen et al., 2018) was carried out at an open and
distance university based in Mexico City.
The program selected was the Engineering program with the highest number
of subjects aimed at promoting research competencies, making it an ideal
environment to examine the research question posed. The choice of this university
was due to its history of implementing research projects and the active participation
of teachers in research training activities, both in conferences and academic
networks. Additionally, the institution offers a set of elective subjects focused on
research applied to engineering, a feature not found in other programs of the same
modality.
To delve into teaching practices, a purposive sampling method was employed
(Abad & Arango, 2024), with the primary criterion being that participants taught
courses from the most recent curriculum, specifically referencing the teaching of
research. This included teachers from various semesters of the program, as well as
project or thesis advisors.
Non-participation and exclusion criteria
Exclusion criteria were established to ensure the relevance of the sample:
(a) not teaching courses with a research focus; (b) having less than one year of
teaching experience at the institution, which would hinder the evaluation of
consolidated strategies; and (c) not being available to participate in the interviews.
Additionally, those teachers who were not part of the most recent curriculum or who
did not meet the profile required to promote research were excluded. Some
potential participants also opted out due to scheduling conflicts or lack of interest
in the project, which reduced the final sample size.
A total of 13 teachers, both men and women, were interviewed, with an
average age of 38 and approximately 8 years of experience at the institution. A semi-
structured interview was conducted, lasting between 20 to 55 minutes, which was
recorded for later transcription. The collected information underwent an open
coding process (Calle-Arango & Avila-Reyes, 2020), initially generating Emic
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
categories derived from the data, followed by Etic categories linked to theoretical
references (Abad & Arango, 2024).
For this article, findings related to the teaching strategies employed by
teachers to develop research skills in virtual learning environments were selected,
thus addressing one of the central questions of the research.
Results and discussion
The development of teaching skills is closely linked to the decisions that
teachers make to guide learning processes and foster the acquisition of research
competencies in engineering programs within the context of distance higher
education. Analyzing teaching practices in this context revealed strategies aimed at
strengthening students’ ability to conduct research autonomously and gradually.
These strategies were included in the category “Teaching strategies for the
development of research skills,” which encompasses various subcategories discussed
below.
Figure 1
Development of research teaching skills and subcategories
Source: Authors’ own elaboration.
Research as a comprehensible and progressive learning process
In the case of the engineering program studied, the curriculum is designed
to take a progressive approach to research, starting with conceptual content and
advancing to the practical implementation of projects in later stages of the degree.
Some teachers exemplify this by noting that in the early semesters, general
knowledge about research and its phases is introduced, while in subsequent
semesters, the execution of projects and the application of specific methodologies
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
are promoted. This sequence is considered essential for reducing the resistance that
students often exhibit when faced with research activities.
“We start with the basics from the first semesters regarding
research, so that later on they can begin to conduct projects on
their own” [participant 14].
The review of teachers’ testimonies shows a particular focus on the dosage
of content, recognizing the inherent complexity of research activities. Given that
many students perceive research as a complex and distant process, efforts are made
to present it in an accessible manner, emphasizing that the necessary skills can be
developed gradually. These perceptions align with the reflections of Rojas Arenas et
al. (2020), who suggested the appropriateness of adopting a practical rather than
merely theoretical approach to foster a real research experience.
“There is a significant taboo among them; they believe it is
something very complex and unattainable... it is important for
them to see that it is within reach, that they can do it, that they
can generate small research projects initially...” [participant 1].
The statements from teachers highlight the importance of counteracting
preconceived notions and the fear that students experience regarding research, a
phenomenon described by Silva et al. (2021) as a significant cognitive and attitudinal
barrier. Similarly, Turpo-Gebera et al. (2020) referred to this phenomenon as
“anything but a thesis,” referencing the reluctance of undergraduate students to
develop research projects for their degrees. In the context of distance education,
particularly in engineering programs, this challenge is exacerbated by the
autonomous and asynchronous nature of the model, reinforcing the need to design
teaching strategies that make research more approachable and gradual, promoting
the confidence and competencies necessary for scientific inquiry.
Research as a formative goal: awareness strategies and academic writing
In contrast, the engineering program analyzed in distance higher education
differs from the trend observed in other institutions of the same modality, as it has
a considerably high rate of graduation based on project work or research theses. As
a result, teachers aim to prepare students from the early semesters so that they
acquire the confidence and competencies necessary to develop their own research
projects. While this emphasis contributes to raising students’ awareness of the
research process, much of the effort is focused on alleviating their fears and
motivating them emotionally to face the challenges of their theses.
Among the most common strategies to demonstrate the accessibility of
research is the search for information on specific topics, which involves consulting
background literature or the state of the art regarding the phenomenon under study
(Alba & Buenaventura, 2020). This approach introduces students to specialized
literature review, emphasizing criteria for determining the relevance and reliability
of sources. Teachers reinforce the importance of this exercise as a foundation for
research advancements, promoting its gradual construction over several semesters.
“We have an approach because we need to support the projects they
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
are working on, so we address issues related to the state of the art,
having them investigate methodologies, what has been done, and
what the results have been” [participant 2].
Additionally, the use of relatable examples is encouraged to illustrate the
feasibility of conducting research in real contexts, such as when a teacher shares
their own projects or disseminates the work of other students who have presented
results at specialized conferences. This aims to demonstrate the feasibility and
utility of the research process from a practical perspective, consistent with the idea
of “learning to research by researching” (Rojas Arenas et al., 2020). Although these
strategies focus on motivating students and fostering their interest in engaging in
research, they serve to evidence that the process is attainable and contributes to
solving concrete problems in the field of engineering.
In this context, information seeking has been valued as a crucial activity for
research training, as it allows for an understanding of existing knowledge production
and the development of new proposals (Zeballos & Pumacahua, 2023). For teachers,
this skill constitutes the starting point of the research process; thus, there is an
emphasis on searching for specialized literature and exploring reliable sources as
one of the first phases for developing projects or theses.
“I always encourage students to look for specialized search engines
in their research. That is the first requirement... We have pointed
out places where they can research and the elements to focus on”
[participant 7].
Furthermore, it is emphasized that students must learn to be “consumers of
knowledge” with critical and reflective capabilities (participant 12). From this
perspective, training in distance engineering includes the practice of academic
writing, the integration of various sources, and the rigorous analysis of results.
Consequently, future engineers not only develop a deep understanding of the topics
they investigate but also acquire the discursive and methodological skills necessary
to integrate into the scientific community and competently face the challenges of
an increasingly demanding professional environment.
Action research and intervention projects in distance engineering
programs
In the analyzed engineering program, courses have been implemented where
the final product consists of developing intervention projects focused on identifying
and solving real problems related to the workplace or social context. Throughout the
semester, students identify challenges in contexts related to their training, such as
companies, communities, or productive environments, and design improvement
proposals based on research methods. These initiatives culminate in the
implementation of actions and the evaluation of results, aligning them with the
action research approach, characterized by the pursuit of concrete changes in reality
(Chávez Vera et al., 2022).
While there are specific subjects that explicitly promote action research,
most teachers agree on using everyday experiences or practices in real environments
to motivate students to identify and solve problems through reflection and scientific
inquiry. Thus, students are engaged in projects that stem from the observation and
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
analysis of specific situations, encouraging them to propose and apply evidence-
based solutions with teacher support at each stage of the research.
“I share projects with several courses. For instance, in one subject,
they work with data analysis software, and based on the
information they gather, they design strategies to address a real
problem. Then they implement these strategies and compare the
results with the initial diagnosis. They must also support their
projects with a literature review and relevant methodologies”
[participant 1].
The vision of research as a tool for improving practice is shared among the
teachers, promoting that students address technological, productive, or social
problems and generate proposals that have a direct impact on their environment
through reflection. In this way, research training transcends the mere generation of
documents and is oriented toward transforming reality, aligning with the aim that
knowledge should not remain solely theoretical (Chávez Vera et al., 2022).
Among the phases taught for developing intervention projects is the design
and application of data collection instruments (surveys, interviews, or field notes)
suitable for the engineering field. Generally, the creation of these instruments
occurs during online class activities, while their application takes place during
professional practices, field visits, or students’ work experiences. This dynamic
allows students to develop action research skills, validating their tools with teachers
and academic bodies that provide feedback, and reflecting on the results to propose
solutions to real problems.
“When they go to carry out their project, they design interviews or
surveys and validate them with teachers who have research
experience. Then, in their practices or work settings, they apply
those instruments to gather information and return with data that
they can analyze to propose improvements” [participant 6].
In essence, the implementation of intervention projects in the distance
engineering curriculum reinforces the idea that investigative learning becomes more
relevant when connected to practical situations. This fosters in students the capacity
to observe, diagnose, and act on problems in their environment, consolidating the
vision that engineers should be, above all, reflective and innovative professionals.
Development of instruments and experience in research projects
In the analyzed distance engineering courses, students typically design small
data collection instruments (surveys, interviews, or questionnaires) as part of
curricular activities aimed at identifying and solving real-world problems. For
example, when they identify areas of opportunity in industrial environments or
community projects, they are guided to formulate questions directed at various
stakeholders, such as managers, technical staff, or clients, to obtain reliable data
for analysis. This exercise promotes the adoption of an investigative perspective and
fosters the awareness that engineers must inquire, contrast, and reflect before
proposing solutions (participant 13).
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
However, when evaluating the preparation of final projects or theses in this
educational model, it is noted that students often employ instruments previously
designed by advisors or reference researchers. This practice suggests that, while
regular courses encourage the creation of instruments tailored to specific problems,
the formalization of these works in the thesis phase tends to standardize. Thus, the
priority is for students to have an initial research experience, understand the main
phases of the research process, and generate an academic product that, while it may
contribute to knowledge, does not necessarily seek to differentiate rigorously
between the studies of each student.
Teachers agreed on the importance of fostering reflection and critical
thinking as fundamental skills for research training, in line with the views expressed
by Silva et al. (2021). It is considered vital that students question the information
they find, generate their own positions, and ultimately assume an active role in
seeking solutions to the posed problems.
“I aim for them to be critical, to question, to ask any doubts, to
reflect, or to try not to accept ideas as they are” [participant 12].
Nonetheless, despite clarity regarding the desired skills, many teachers
expressed difficulties in detailing the strategies they implement to achieve them.
Their efforts are primarily based on fulfilling the objectives set out in the curriculum
rather than designing a unique teaching methodology. This situation contrasts with
the suggestions of Pinchao Benavides (2020), who indicated that teaching strategies
should involve intentionality, proactivity, and adaptability. Although there is
awareness of the goal to foster critical and reflective thinking, there is a lack of
explicitness regarding the concrete actions to achieve it, which may limit the impact
of the educational process on the acquisition of research competencies.
Written communication and dissemination of results in distance
engineering environments
Written communication is another fundamental competency that teachers
strive to develop due to its importance in disseminating findings in the form of
reports or scientific articles (Santillán-Iñiguez & Rodas-Pacheco, 2022). From this
perspective, teachers seek to create opportunities that stimulate academic writing
and provide constructive feedback on the texts produced by students. The aim is for
students to express themselves with clarity, rigor, and formality as they progress in
their training—skills that are indispensable in any field of engineering.
“I try to instill in students the need to learn to communicate not
only orally but also appropriately through writing […] as future
professionals who learn to communicate efficiently and effectively”
[participant 13].
The preparation of projects or class activities in some subjects can lead to
outputs with potential for presentation at scientific dissemination forums or
conferences. Although the formality and rigor of these productions are often limited
since they stem from tasks designed for educational purposes, their dissemination
at academic events serves as an incentive for students to consolidate their interest
in research. Similarly, inviting specialists in engineering or distance education to
participate in virtual sessions or seminars has been identified as another strategy to
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
reinforce research motivation and broaden students’ perspectives on the possibilities
that research offers in the professional realm.
“Sometimes you find class activities and read the reflections of
students […] You realize that if you provide more formality and
bibliographic support, a presentation for a conference could
emerge” [participant 5].
However, the dependency on tasks or curricular activities to generate these
outputs reveals that, at times, there is a lack of a formal research process that
provides greater depth and differentiation between studies. Nevertheless, these
dissemination opportunities allow for an early engagement with the academic
community and subject matter experts, enhancing students’ interest in participating
in research projects.
Additionally, although the importance of written communication and contact
with specialists is recognized, it has been observed that most teachers describe their
strategies in general terms, primarily guided by the objectives of the curriculum,
without detailing their own teaching methods. This aligns with the logic of a student-
centered model, where the focus is on student participation and the facilitation of
the process by the teacher (Sánchez et al., 2020). However, adopting this approach
does not exempt teachers from planning and designing specific strategies, as it is
crucial to intentionally guide the acquisition of research and communication
competencies in future engineering professionals.
Products, criteria, and evaluation instruments: a neglected practice
Regarding the evaluation of investigative learning in distance engineering
programs, several teachers mentioned the use of checklists and rubrics to grade
academic outputs and research projects. However, it was unclear how these tools
are specifically used to assess the development of investigative skills. This indicates
limited tracking of student progress and the assumption that such competencies
emerge automatically, without a structured feedback process.
“In the courses, we generally also have checklists. It would be the
most viable option concerning research” [participant 8].
The lack of clarity regarding evaluative criteria contrasts with what Cóndor
and Remache (2020) deemed necessary for productive evaluation: prior planning that
defines methodologies, criteria, and specific indicators. Similarly, although teachers
described their assessment as “formative,” the absence of prior design and the
equating of evaluation to simple checklists highlight a lack of an authentically
formative system (Cangalaya Sevillano, 2020). In this sense, not specifying which
dimensions of research are assessed and how continuous feedback is provided
reduces the potential for the evaluative process to enhance the development of
investigative skills—a key objective in engineering training under a distance
education model.
The findings of this study indicate that research training in distance
engineering programs follows a progressive approach, beginning with familiarization
with general concepts and advancing to the execution of projects with real-world
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
interventions. This result aligns with previous research (Rojas Arenas et al., 2020;
Quispe-Mamani et al., 2024), which emphasizes the utility of gradually introducing
research to reduce students’ initial resistance or fear. Additionally, the
implementation of action research-based projects has served as a means to connect
theoretical content with real problems, consistent with the observations of Chávez
Vera et al. (2022), who highlight the importance of articulating theory with practice
through solutions that positively impact professional or social environments.
Regarding the integration of teaching strategies, there is a reaffirmed need
to design educational activities that not only motivate participation but also ensure
a planned teaching approach centered on specific research objectives (Parra
Castrillón, 2023). Although teachers show awareness of the importance of formative
evaluation and feedback, as suggested by Cóndor and Remache (2020), there is an
emerging development of specific evaluation criteria and instruments to measure
the progress of investigative competencies. This limitation coincides with findings
by Silva et al. (2021) and reinforces the recommendation to establish clear guidelines
for evaluating key phases of the research process (information search, question
formulation, instrument design, data analysis, and result communication).
On the other hand, the importance of promoting academic writing and the
written communication of findings aligns with what has been proposed in studies
that highlight the central role of scientific dissemination in the development of
research skills (Zeballos & Pumacahua, 2023). Nevertheless, as Rojas Arenas et al.
(2020) point out, the challenge remains to transcend initial academic outputs to
foster a broader research culture that encourages student participation in forums,
conferences, and collaborative networks. In this sense, current experiences coincide
with the reflections of Quispe-Mamani et al. (2024) on the need to promote active
and virtual learning that continuously consolidates research skills in future
engineering professionals.
Overall, teaching strategies aimed at raising awareness, reinforcing written
communication, and implementing action research have contributed to a more
dynamic approach to scientific inquiry. However, there is a need to deepen lesson
planning and develop more specific evaluation instruments that make the
progression of research competencies visible. It is also essential to enhance the
integration of collaborative projects and to strengthen academic mentoring and
specialized feedback—elements that, according to previous studies (Turpo-Gebera
et al., 2020; Valenciano-Canet, 2019), can increase student engagement in research
and reinforce their training in engineering within the distance higher education
model.
Conclusions
The findings of this research suggest that teachers in distance engineering
programs perceive research training as an initial approach that allows students to
familiarize themselves with the research process, understanding it more as
preliminary preparation than as complete mastery. In this regard, teaching
strategies focus on sensitizing students to the feasibility of conducting research,
emphasizing its progressive and accessible nature. This gradual approach is evident
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
in the curricular structure, which establishes a sequence of courses aimed at
developing various stages of inquiry.
However, teachers describe their methods in general terms, without delving
into the design of specific teaching strategies, which limits the potential of these
training efforts. One of the most common resources for practically integrating
research is action research, encouraging students to carry out projects with real
applications. In contrast, thesis work often centers on other methodologies for
knowledge production, implying that students’ research experience throughout their
studies is primarily concentrated on applied projects, with less practice in other
types of approaches. Additionally, there was some imprecision regarding the
evaluation criteria for research skills. The absence of a clear assessment model
hinders formative tracking and systematic feedback on students’ progress, reducing
the impact of the evaluative process on their training.
Regarding future lines of inquiry, it is proposed to advance the development
and validation of specific evaluation instruments for research competencies, as well
as to conduct comparative analyses of different teaching modalities (in-person,
distance, and hybrid) to determine their impact on research training. From a
practical perspective, it would be highly beneficial to design concrete guides and
teaching sequences—based on active and innovative methodologies—that can be
implemented in virtual learning environments, providing continuous support and
timely feedback.
References
Abad, J. V., & Arango Salazar, M. F. (2024). Escritura colaborativa en educación
superior y su aporte a la formación de maestros investigadores. Forma y
Función, 37(1). https://doi.org/10.15446/fyf.v37n1.104674
Acuña-Gamboa, L. A. (2022). Periodismo científico y formación de investigadores
educativos en México. Revista latinoamericana de estudios educativos,
52(3), 425-448. https://doi.org/10.48102/rlee.2022.52.3.506
Alba, G., & Buenaventura, J. G. (2020). Cruce de caminos. Un estado del arte de la
investigación-creación. Cuadernos del Centro de Estudios en Diseño y
Comunicación. Ensayos, (79), 21-49.
https://dx.doi.org/10.18682/cdc.vi79.3675
Bustos-Viviescas, B. J., García Yerena, C. E., Villamizar Navarro, A., Lizcano
Sánchez, A. del P., & García Galviz, J. A. (2023). La estadística en los
programas universitarios en ciencias de la salud: Un elemento importante
para la formación de investigadores en América Latina. Salud UIS, 55.
https://doi.org/10.18273/saluduis.55.e:23061
Calle-Arango, L., & Avila-Reyes, N. (2020). Alfabetización académica chilena:
revisión de investigaciones de una década. Literatura y lingüística, (41),
455-482. http://dx.doi.org/10.29344/0717621x.41.2280
Cangalaya Sevillano, L. M. (2020). Habilidades del pensamiento crítico en
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
estudiantes universitarios a través de la investigación. Desde el sur, 12(1),
141-153. http://dx.doi.org/10.21142/des-1201-2020-0009
Cebrián, G. (2020). La educación para el desarrollo sostenible en el currículum
universitario: una investigación-acción cooperativa con profesorado. Revista
iberoamericana de educación superior, 11(30), 99-114.
https://doi.org/10.22201/iisue.20072872e.2020.30.590
Chávez Vera, K. J., Calanchez Urribarri, Á. D. V., Tuesta Panduro, J. A., & Valladolid
Benavides, A. M. (2022). Formación de competencias investigativas en los
estudiantes universitarios. Revista Universidad y Sociedad, 14(1), 426-434.
http://scielo.sld.cu/scielo.php?pid=S2218-
36202022000100426&script=sci_arttext&tlng=pt
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (eight
edition). Abingdon, Oxon, 532-533. https://doi.org/10.4324/9781315456539
Cóndor, B. H., & Remache Bunci, M. (2020). La evaluación al desempeño directivo y
docente como una oportunidad para mejorar la calidad educativa. Cátedra,
2(1), 116–131. https://doi.org/10.29166/catedra.v2i1.1436
De la Cuesta Benjumea, C. (2024). Assessing and achieving quality in qualitative
research: Clues for researchers in training. Investigación y educación en
enfermería, 42(1). https://doi.org/10.17533/udea.iee.v42n1e02
Forni, P., & Grande, P. D. (2020). Triangulación y métodos mixtos en las ciencias
sociales contemporáneas. Revista mexicana de sociología, 82(1), 159-189.
https://doi.org/10.22201/iis.01882503p.2020.1.58064
Hernández, R., & Moreno, S. M. (2021). Formación de maestros investigadores: un
reto para la universidad de hoy. Revista Habitus: Semilleros De
investigación, 1(1), e12671-e12671.
https://doi.org/10.19053/22158391.12671
Marañón Cardonne, T., Oropesa Roblejo, P., Vaillant Lora, L., Cárdenas Godefoy, Z.,
& Mastrapa Cantillo, K. (2020). Fundamentación teórica del proceso de
formación científico-investigativa del investigador clínico. Humanidades
Médicas, 20(3), 550-566.
http://scielo.sld.cu/scielo.php?pid=S1727-
81202020000300550&script=sci_arttext
Parra Castrillón, J. E. (2023). Construcción de la competencia investigativa en
ingeniería. Revista Digital Educación En Ingeniería, 13(25), 12–19.
https://doi.org/10.26507/rei.v13n25.812
Pinchao Benavides, L. (2020). Estrategia pedagógico-didáctica para promover la
lectura crítica. Educación, 29(56), 146-169.
http://dx.doi.org/10.18800/educacion.202001.007
Quispe-Mamani, E., Poma-Callo, Y., Quispe-Borda, W., & Alvarez-Siguayro, R.
(2024). Investigación formativa virtual como estrategia pedagógica en la
formación de investigadores en Perú. Revista De Ciencias Sociales, 30(1),
419-437. https://doi.org/10.31876/rcs.v30i1.41665
Ripoll-Rivaldo, M. (2021). Prácticas pedagógicas en la formación docente: desde el
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
e8854
eje didáctico. Telos, 23(2), 286-304. https://doi.org/10.36390/telos232.06
Rojas Arenas, I. D., Durango Marín, J. A., & Rentería Vera, J. A. (2020). Investigación
formativa como estrategia pedagógica: caso de estudio ingeniería industrial
de la IU Pascual Bravo. Estudios pedagógicos (Valdivia), 46(1), 319-338.
https://www.scielo.cl/scielo.php?pid=S0718-07052020000100319
Rojas Moreno, I., & Ducoing Watty, P. (2021). Políticas docentes para la formación
del profesorado en Brasil y Colombia. Un estudio comparativo. Revista
mexicana de investigación educativa, 26(89), 395-422.
https://www.scielo.org.mx/scielo.php?pid=S1405-
66662021000200395&script=sci_arttext
Sánchez, L., Herrera, M., & Sánchez, M. (2020). La investigación científica en la
formación de estudiantes universitarios. Paradigma, 409-436.
https://doi.org/10.61154/rue.v11i1.3329
Santillán-Iñiguez, J. J., & Rodas-Pacheco, F. D. (2022). Developing academic writing
skills in EFL university students through haiku composition. Revista
Electrónica Educare, 26(1), 196-212.
http://dx.doi.org/10.15359/ree.26-
1.11
Shadiev, R., Zhang, Z. H., Wu, T.-T., & Huang, Y. M. (2020). Review of Studies on
Recognition Technologies and Their Applications Used to Assist Learning and
Instruction. Educational Technology & Society, 23(4), 59–74.
https://www.jstor.org/stable/26981744
Silva, C., Vieira, J., Campos, J. C., Couto, R., & Ribeiro, A. N. (2021). Development
and Validation of a Descriptive Cognitive Model for Predicting Usability Issues
in a Low-Code Development Platform. Human Factors, 63(6), 1012 1032.
https://doi.org/10.1177/0018720820920429
Tinoco-Cuenca, N. P., Damián-Nuñez, E., Isla-Alcoser, S., & Morales Bedoya, M. A.
(2020). Competencias de investigación e impacto socioeducativo en los
trabajos de titulación de una universidad de Ecuador. Propósitos y
Representaciones, 8(3). http://dx.doi.org/10.20511/pyr2020.v8n3.442
Turpo-Gebera, O., Quispe, P. M., Paz, L. C., & Gonzales-Miñán, M. (2020). La
investigación formativa en la universidad: sentidos asignados por el
profesorado de una Facultad de Educación. Educação e Pesquisa, 46,
e215876. https://doi.org/10.1590/S1678-4634202046215876
Valenciano-Canet, G. (2019). La metáfora como alternativa metodológica para
investigar y reflexionar acerca de la práctica pedagógica en la enseñanza de
la lectoescritura. Revista Electrónica Educare, 23(1), 158-180.
http://dx.doi.org/10.15359/ree.23-1.9
Vicarioli, F. M., & Solano, J. A. (2020). El e-learning como potenciador de las
habilidades blandas en la enseñanza de las ciencias de la administración: El
caso de la Universidad Estatal a Distancia UNED de Costa Rica. Revista
Ensayos Pedagógicos, 15(2), 233-252. https://doi.org/10.15359/rep.15-2.10
Zeballos Ramírez, P. E., & Pumacahua Yucra, M. C. (2023). Estrategias de búsqueda,
| Luis Ortega-Aguirre | Maricela Sánchez Espinoza |
About the main author
Luis Ortega-Aguirre:
He holds a PhD in Education from La Salle University Puebla.
His research focuses on the teaching-
learning process in higher education
institutions, with a special emphasis on virtual contexts. He has developed an
academic career through postgraduate studies in Spain, including a PhD in Industrial
Engineering and a Master's degree in Administrative Engineering. He is also an
Industrial and Quality Engineer. With extensive experience in operations
management, he has
contributed to academia through scientific publications and
presentations at national and international conferences, highlighting topics related
to innovation, e-learning, and educational technologies.
Declaration of author responsibility
Luis Ortega
-Aguirre 1:
Conceptualization, Data Curation, Formal Analysis, Research,
Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Maricela Sánch
ez Espinoza 2:
Conceptualization, Data Curation, Formal Analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Financing:
This research was carried out using our own resources.
Special Acknowledgments:
