Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025
867 Comisión Nacional de Acreditación. (2021). Criterios y estándares de calidad para la acreditación institucional del subsistema universitario. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta- analyses relating to achievement. Routledge. Slavin, R. E. (2002). Evidence- based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15–21. https://doi.org/10.3102/0013189X031007015 Ovidiu.G, Turcu, C. E., & Turcu, C. O. (2022). An approach to adaptive microlearning in higher education. ArXiv. Munn Z, Pollock D, Khalil H, et all. What are scoping reviews? Providing a formal definition of scoping reviews as a type of evidence synthesis. JBI Evid Synth 2022; 20(4):950–952. Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analyti c review of the literature. Journal of Research in Science Teaching, 48(8), 952– 984. https://doi.org/10.1002/tea.20439 Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121–125. https://doi.org/10.2979/teachlearninqu.1.1.121 Martínez, J. L., & Medina, J. L. (2018). La investigación en docencia universitaria: el SoTL como enfoque emergente. Revista Complutense de Educación, 29(2), 405– 420. https://doi.org/10.5209/RCED.51871 Categories 1. Formación de Profesores en la Universidad
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