Entendiendo el impacto de los horarios de estudio en el rendimiento académico universitario en línea
Número
Sección
Artículos
Palabras clave:
Enseñanza y formación, rendimiento, universidad, jetlag social, análisis de varianza
Publicado
27-12-2023
Resumen
El tiempo de dedicación es clave en el rendimiento académico de los estudiantes. De igual manera, el estado del arte que el tiempo de dedicación realizado en distintas franjas horarias también interviene directamente en el rendimiento académico. Tras una revisión sistemática de la literatura científica existente ponemos de manifiesto que los estudiantes que son más nocturnos ven interferido su ritmo circadiano y consiguen un menor rendimiento académico. Incluso los alumnos más nocturnos en ocasiones ven mermadas su calidad de vida y salud, pudiéndose generar trastornos de ansiedad o depresión. El objetivo del estudio, con fines de mejorar el bienestar de los estudiantes, consiste en analizar la relación entre las franjas horarias de dedicación de los estudiantes en entornos virtuales de aprendizaje, con metodología de aprendizaje en línea, y el rendimiento académico. La metodología del trabajo es descriptiva con un enfoque mixto cualitativo-cuantitativo con una muestra basada en estudiantes de grados universitarios en un contexto cultural concreto como es México. A contra pronóstico, los resultados muestran que los alumnos mayoritariamente nocturnos consiguen un rendimiento superior a diferencia de los alumnos con un ritmo circadiano más apropiado según la literatura científica. Tras discutir los resultados concluimos que distintos aspectos culturales explican los resultados.
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Derechos de autor 2023 Daniel Amo-Filva, Luisa Fernanda Gutiérrez Garza, Francisca Robledo Muñiz
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
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Referencias
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Balcı, Ö., & Çalışkan, M. (2022). Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period. Chronobiology International, 39(6), 858-871. 10.1080/07420528.2022.2041658
Browning, M. H. E. M., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., Cloutier, S., Vu, T. M., Thomsen, J., Reigner, N., Metcalf, E. C., D’Antonio, A., Helbich, M., Bratman, G. N., & Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLOS ONE, 16(1), e0245327. 10.1371/journal.pone.0245327
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Chandrakar, P. (2017). Social jetlag in school students: Evidence to suggest that sleep deprivation during work days is common. Biological Rhythm Research, 48(1), 99-112. 10.1080/09291016.2016.1234026
Chiang, Y. C., Arendt, S. W., Sapp, S. G., & Zheng, T. (2019). Why Should We Study Sleep Health in Hospitality and Tourism Education? A Theoretical Perspective. Journal of Hospitality & Tourism Education, 31(4), 235-245. 10.1080/10963758.2019.1575746
Choi, H. J., Lee, Y. J., Yoo, Y. J., Cho, Y. W., & Moon, H.-J. (2019). The effects of chronotype and social jetlag on medical students. Sleep and Biological Rhythms, 17(3), 269-276. 10.1007/s41105-018-00198-6
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García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, e28600. 10.14201/eks.28600
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Haraszti, R. Á., Ella, K., Gyöngyösi, N., Roenneberg, T., & Káldi, K. (2014). Social jetlag negatively correlates with academic performance in undergraduates. Chronobiology International, 31(5), 603-612. 10.3109/07420528.2013.879164
Hutton, B., Catalá-López, F., & Moher, D. (2016). The PRISMA statement extension for systematic reviews incorporating network meta-analysis: PRISMA-NMA. Medicina Clinica, 147(6), 262-266. 10.1016/j.medcli.2016.02.025
Karagiannopoulou, E., & Christodoulides, P. (2005). The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 43(6), 329-350. 10.1016/j.ijer.2006.05.002
Kohyama, J. (2020). Pupils with negative social jetlag in Japan are hypothesised to constitute a discrete population. Medical Hypotheses, 144, 110249. 10.1016/j.mehy.2020.110249
Leinonen, J., Castro, F. E. V., & Hellas, A. (2022). Time-on-task metrics for predicting performance. ACM Inroads, 13(2), 42-49. 10.1145/3534564
Leinonen, J., Leppänen, L., Ihantola, P., & Hellas, A. (2017). Comparison of Time Metrics in Programming. Proceedings of the 2017 ACM Conference on International Computing Education Research, 200–208. 10.1145/3105726.3106181
Lobos, K., Sáez-Delgado, F., Cobo-Rendón, R., Mella Norambuena, J., Maldonado Trapp, A., Cisternas San Martín, N., & Bruna Jofré, C. (2021). Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students. Frontiers in Psychology, 12, 780852. 10.3389/fpsyg.2021.780852
López-Aguado, M., & Gutiérrez-Provecho, L. (2014). Modelo explicativo del efecto de los enfoques de aprendizaje sobre el rendimiento y el papel modulador de la dedicación temporal. Revista de Investigación Educativa, 32(2), Article 2. 10.6018/rie.32.2.164761
Machado Rojas, A., Broche Pérez, Y., Montenegro, O. N., de la Torre Santos, M. E., Tirado Saura, D., & Machado de la Torre, C. (2019). Caracterización de la tipología circadiana en estudiantes universitarios en relación con el tipo de carrera. MediSur, 17(2), 284-289. http://www.medisur.sld.cu/index.php/medisur/article/view/4093
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336-341. 10.1016/j.ijsu.2010.02.007
Montagnese, S., Zarantonello, L., Formentin, C., Giusti, G., Mangini, C., Isherwood, C. M., Ferrari, P., Paoli, A., Mapelli, D., Rizzuto, R., Toppo, S., Skene, D. J., Vettor, R., & Costa, R. (2022). A Circadian Hygiene Education Initiative Covering the Pre-pandemic and Pandemic Period Resulted in Earlier Get-Up Times in Italian University Students: An Ecological Study. Frontiers in Neuroscience, 16, 848602. https://www.frontiersin.org/articles/10.3389/fnins.2022.848602
Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 113108. 10.1016/j.psychres.2020.113108
Okano, K., Kaczmarzyk, J. R., Dave, N., Gabrieli, J. D. E., & Grossman, J. C. (2019). Sleep quality, duration, and consistency are associated with better academic performance in college students. Npj Science of Learning, 4, 16. 10.1038/s41539-019-0055-z
Oyebode, B. I., & Nicholls, N. (2021). Does the timing of assessment matter? Circadian mismatch and reflective processing in university students. International Review of Economics Education, 38, 100226. 10.1016/j.iree.2021.100226
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, 71. 10.1136/bmj.n71
Pérez-Olmos, I., Talero-Gutiérrez, C., González-Reyes, R., & Moreno, C. B. (2006). Ritmos circadianos de sueño y rendimiento académico en estudiantes de medicina. Revista Ciencias de la Salud, 4, 147-157. 10.12804/revistas.urosario.edu.co/revsalud/a.547
Petticrew, M., & Roberts, H. (2005). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Romero, M. & Usart, M. (2013). Time Factor in the Curriculum Integration of Game-Based Learning. En S. de Freitas, M. Ott, M. Popescu, & I. Stanescu (Eds.), New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration (pp. 248-266). IGI Global. 10.4018/978-1-4666-3950-8.ch013
Romo-Nava, F. (2016). The association between chronotype and perceived academic stress to depression in medical students. Chronobiology International, 33(10), 1359-1368. 10.1080/07420528.2016.1217230
Schuelper, N., Ludwig, S., Anders, S., & Raupach, T. (2019). The Impact of Medical Students’ Individual Teaching Format Choice on the Learning Outcome Related to Clinical Reasoning. JMIR Medical Education, 5(2), e13386. 10.2196/13386
Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: Elaboration and explanation. BMJ, 349, g7647. 10.1136/bmj.g7647
Smarr, B. L., & Schirmer, A. E. (2018). 3.4 million real-world learning management system logins reveal the majority of students experience social jet lag correlated with decreased performance. Scientific Reports, 8, 4793. 10.1038/s41598-018-23044-8
Stefansdottir, R., Rognvaldsdottir, V., Chen, K. Y., Johannsson, E., & Brychta, R. J. (2022). Sleep timing and consistency are associated with the standardised test performance of Icelandic adolescents. Journal of Sleep Research, 31, e13422. 10.1111/jsr.13422
Tavernier, R., Munroe, M., & Willoughby, T. (2015). Perceived morningness–eveningness predicts academic adjustment and substance use across university, but social jetlag is not to blame. Chronobiology International, 32(9), 1233-1245. 10.3109/07420528.2015.1085062
Vindas Carmona, J. (2019). Percepción de los educadores respecto a la cantidad excesiva de actividades extracurriculares que interrumpen las clases regulares. Revista Educación, 44(1), 533–548. 10.15517/revedu.v44i1.34531
Vollmer, C., Jankowski, K. S., Díaz-Morales, J. F., Itzek-Greulich, H., Wüst-Ackermann, P., & Randler, C. (2017). Morningness–eveningness correlates with sleep time, quality, and hygiene in secondary school students: A multilevel analysis. Sleep Medicine, 30, 151-159. 10.1016/j.sleep.2016.09.022
Balcı, Ö., & Çalışkan, M. (2022). Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period. Chronobiology International, 39(6), 858-871. 10.1080/07420528.2022.2041658
Browning, M. H. E. M., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., Cloutier, S., Vu, T. M., Thomsen, J., Reigner, N., Metcalf, E. C., D’Antonio, A., Helbich, M., Bratman, G. N., & Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLOS ONE, 16(1), e0245327. 10.1371/journal.pone.0245327
Carciofo, R. (2021). Morningness-eveningness and tertiary academic achievement: An exploration of potential mediators, including sleep factors, mind wandering, and metacognitive beliefs. Biological Rhythm Research, 52(8), 1240-1259. 10.1080/09291016.2019.1680935
Chandrakar, P. (2017). Social jetlag in school students: Evidence to suggest that sleep deprivation during work days is common. Biological Rhythm Research, 48(1), 99-112. 10.1080/09291016.2016.1234026
Chiang, Y. C., Arendt, S. W., Sapp, S. G., & Zheng, T. (2019). Why Should We Study Sleep Health in Hospitality and Tourism Education? A Theoretical Perspective. Journal of Hospitality & Tourism Education, 31(4), 235-245. 10.1080/10963758.2019.1575746
Choi, H. J., Lee, Y. J., Yoo, Y. J., Cho, Y. W., & Moon, H.-J. (2019). The effects of chronotype and social jetlag on medical students. Sleep and Biological Rhythms, 17(3), 269-276. 10.1007/s41105-018-00198-6
Díaz-Morales, J. F., & Escribano, C. (2015). Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences. Chronobiology International, 32(6), 822-831. 10.3109/07420528.2015.1041599
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, e28600. 10.14201/eks.28600
Giannotti, F., Cortesi, F., Sebastiani, T., & Ottaviano, S. (2002). Circadian preference, sleep and daytime behaviour in adolescence. Journal of Sleep Research, 11(3), 191-199. 10.1046/j.1365-2869.2002.00302.x
Haraszti, R. Á., Ella, K., Gyöngyösi, N., Roenneberg, T., & Káldi, K. (2014). Social jetlag negatively correlates with academic performance in undergraduates. Chronobiology International, 31(5), 603-612. 10.3109/07420528.2013.879164
Hutton, B., Catalá-López, F., & Moher, D. (2016). The PRISMA statement extension for systematic reviews incorporating network meta-analysis: PRISMA-NMA. Medicina Clinica, 147(6), 262-266. 10.1016/j.medcli.2016.02.025
Karagiannopoulou, E., & Christodoulides, P. (2005). The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 43(6), 329-350. 10.1016/j.ijer.2006.05.002
Kohyama, J. (2020). Pupils with negative social jetlag in Japan are hypothesised to constitute a discrete population. Medical Hypotheses, 144, 110249. 10.1016/j.mehy.2020.110249
Leinonen, J., Castro, F. E. V., & Hellas, A. (2022). Time-on-task metrics for predicting performance. ACM Inroads, 13(2), 42-49. 10.1145/3534564
Leinonen, J., Leppänen, L., Ihantola, P., & Hellas, A. (2017). Comparison of Time Metrics in Programming. Proceedings of the 2017 ACM Conference on International Computing Education Research, 200–208. 10.1145/3105726.3106181
Lobos, K., Sáez-Delgado, F., Cobo-Rendón, R., Mella Norambuena, J., Maldonado Trapp, A., Cisternas San Martín, N., & Bruna Jofré, C. (2021). Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students. Frontiers in Psychology, 12, 780852. 10.3389/fpsyg.2021.780852
López-Aguado, M., & Gutiérrez-Provecho, L. (2014). Modelo explicativo del efecto de los enfoques de aprendizaje sobre el rendimiento y el papel modulador de la dedicación temporal. Revista de Investigación Educativa, 32(2), Article 2. 10.6018/rie.32.2.164761
Machado Rojas, A., Broche Pérez, Y., Montenegro, O. N., de la Torre Santos, M. E., Tirado Saura, D., & Machado de la Torre, C. (2019). Caracterización de la tipología circadiana en estudiantes universitarios en relación con el tipo de carrera. MediSur, 17(2), 284-289. http://www.medisur.sld.cu/index.php/medisur/article/view/4093
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336-341. 10.1016/j.ijsu.2010.02.007
Montagnese, S., Zarantonello, L., Formentin, C., Giusti, G., Mangini, C., Isherwood, C. M., Ferrari, P., Paoli, A., Mapelli, D., Rizzuto, R., Toppo, S., Skene, D. J., Vettor, R., & Costa, R. (2022). A Circadian Hygiene Education Initiative Covering the Pre-pandemic and Pandemic Period Resulted in Earlier Get-Up Times in Italian University Students: An Ecological Study. Frontiers in Neuroscience, 16, 848602. https://www.frontiersin.org/articles/10.3389/fnins.2022.848602
Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 113108. 10.1016/j.psychres.2020.113108
Okano, K., Kaczmarzyk, J. R., Dave, N., Gabrieli, J. D. E., & Grossman, J. C. (2019). Sleep quality, duration, and consistency are associated with better academic performance in college students. Npj Science of Learning, 4, 16. 10.1038/s41539-019-0055-z
Oyebode, B. I., & Nicholls, N. (2021). Does the timing of assessment matter? Circadian mismatch and reflective processing in university students. International Review of Economics Education, 38, 100226. 10.1016/j.iree.2021.100226
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, 71. 10.1136/bmj.n71
Pérez-Olmos, I., Talero-Gutiérrez, C., González-Reyes, R., & Moreno, C. B. (2006). Ritmos circadianos de sueño y rendimiento académico en estudiantes de medicina. Revista Ciencias de la Salud, 4, 147-157. 10.12804/revistas.urosario.edu.co/revsalud/a.547
Petticrew, M., & Roberts, H. (2005). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Romero, M. & Usart, M. (2013). Time Factor in the Curriculum Integration of Game-Based Learning. En S. de Freitas, M. Ott, M. Popescu, & I. Stanescu (Eds.), New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration (pp. 248-266). IGI Global. 10.4018/978-1-4666-3950-8.ch013
Romo-Nava, F. (2016). The association between chronotype and perceived academic stress to depression in medical students. Chronobiology International, 33(10), 1359-1368. 10.1080/07420528.2016.1217230
Schuelper, N., Ludwig, S., Anders, S., & Raupach, T. (2019). The Impact of Medical Students’ Individual Teaching Format Choice on the Learning Outcome Related to Clinical Reasoning. JMIR Medical Education, 5(2), e13386. 10.2196/13386
Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: Elaboration and explanation. BMJ, 349, g7647. 10.1136/bmj.g7647
Smarr, B. L., & Schirmer, A. E. (2018). 3.4 million real-world learning management system logins reveal the majority of students experience social jet lag correlated with decreased performance. Scientific Reports, 8, 4793. 10.1038/s41598-018-23044-8
Stefansdottir, R., Rognvaldsdottir, V., Chen, K. Y., Johannsson, E., & Brychta, R. J. (2022). Sleep timing and consistency are associated with the standardised test performance of Icelandic adolescents. Journal of Sleep Research, 31, e13422. 10.1111/jsr.13422
Tavernier, R., Munroe, M., & Willoughby, T. (2015). Perceived morningness–eveningness predicts academic adjustment and substance use across university, but social jetlag is not to blame. Chronobiology International, 32(9), 1233-1245. 10.3109/07420528.2015.1085062
Vindas Carmona, J. (2019). Percepción de los educadores respecto a la cantidad excesiva de actividades extracurriculares que interrumpen las clases regulares. Revista Educación, 44(1), 533–548. 10.15517/revedu.v44i1.34531
Vollmer, C., Jankowski, K. S., Díaz-Morales, J. F., Itzek-Greulich, H., Wüst-Ackermann, P., & Randler, C. (2017). Morningness–eveningness correlates with sleep time, quality, and hygiene in secondary school students: A multilevel analysis. Sleep Medicine, 30, 151-159. 10.1016/j.sleep.2016.09.022
Cómo citar
Amo-Filva, D., Gutiérrez Garza, L. F., & Robledo Muñiz, F. (2023). Entendiendo el impacto de los horarios de estudio en el rendimiento académico universitario en línea. UTE Teaching & Technology (Universitas Tarraconensis), 2, 43-61. https://doi.org/10.17345/ute.2023.3656
