30 de noviembre de 2015

The webquest invadiv: a proposal to promote educational cooperative work in the classroom

The webquest invadiv: a proposal to promote educational cooperative work in the classroom


Ignacio Gonzáles López, Carlota de León y Hertas


Abstract



Via the webquest http://www.uco.es/dptos/educacion/invadiv which contains the basic documentation necessary a degree in Psychology from the University of Córdoba, students can perform the required work practice in the areas of Research Methods and Special Education. Focusing on research and interventions in real world scenarios of diversity, students draw maps of relationships and design intervention plans to facilitate the creation of inclusive environments. Students perform this work, assisted by such features as advice of both a large group and small groups, apprenticeship contracts and a webquest to guide development of a practical proposal. Accompanying the teaching, this web-based resource is valued as a tool for facilitating students’ autonomy, optimizing working time and allowing effective completion of proposals. The dynamic of the work performed by students has been shown to be a key factor in the development of their educational skills.

Keywords



Webquest; virtual platform; shared mentoring; educational practices; attention to diversity.

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DOI: 

http://dx.doi.org/10.5944/ried.2.14.794

27 de noviembre de 2015

Aplicación del modelo ELQ en la evaluación de la calidad en la educación a distancia impartida en la UPPUEBLA

Aplicación del modelo ELQ en la evaluación de la calidad en la educación a distancia impartida en la UPPUEBLA

Argelia Berenice Urbina Nájera, Blanca Nydia Pérez Camacho, Rebeca Rodríguez Huesca


Resumen



El propósito de este trabajo es conocer la calidad que guarda la educación a distancia ofrecida en la Universidad Politécnica de Puebla mediante la aplicación del modelo ELQ (E-Learning Quality). Resultados preliminares muestran que se tiene un cumplimiento del 100% en el rubro de comunicación, cooperación e interactividad; mientras que en los rubros material y contenido, entorno virtual, evaluación de los estudiantes, flexibilidad, soporte técnico y holístico se obtuvieron porcentajes de cumplimiento iguales o superiores al 60%; para los rubros experiencia, visión y liderazgo institucional, y asignación de recursos se observan porcentajes de cumplimiento menores o iguales al 50%. Se cree que diseñar, implementar y evaluar una visión institucional basada en el liderazgo organizacional, holística formativa y mejora continua, contribuirá de manera significativa y armoniosa a lograr paso a paso la calidad esperada en esta modalidad educativa.

Palabras clave



Ambiente de aprendizaje; calidad de la educación; criterio de evaluación; enseñanza a distancia; evaluación.

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DOI: 

http://dx.doi.org/10.5944/ried.16.1.2065

26 de noviembre de 2015

B-learning model implemented via simulation


B-learning model implemented via simulation


Elena Durán, Rosanna Costaguta, Mariela Gola


Abstract



This article presents the results of the research project "A b-learning proposal for the teaching of simulation", developed during the years 2008 and 2009 at the Catholic University of Santiago del Estero (UCSE). The aim of the project was to develop a curriculum based on the B-learning model for simulation in Computer Engineering, and to apply it to the 2008 cohort to assess its impact on the teaching-learning process. Due to the positive results obtained with this cohort, the authors improved the proposal combining the b-learning model with computer-supported collaborative learning, and applied it to the 2009 cohort.

Keywords



Blended learning; Collaborative learning; Simulation; Higher education.

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DOI: 

http://dx.doi.org/10.5944/ried.2.14.793

25 de noviembre de 2015

O tutor do curso de licenciatura em química da UFMG: reflexões a partir de sua percepção

O tutor do curso de licenciatura em química da UFMG: reflexões a partir de sua percepção

Ione María Ferreira de Oliveira, Ana Luiza de Cuadros, Simone de Fátima Barbosa Tófani, Amary César Ferreira, Larissa Germana Oliveira Couto


Resumen



No projeto de expansão e interiorização da educação superior, por meio do Ensino a Distância, está presente um ator pedagógico diretamente envolvido na formação dos estudantes: o tutor. Apesar de existirem inúmeras experiências de ensino envolvendo tutores, julgamos que o seu papel ainda não está bem definido. Diante desse contexto, desenvolvemos este estudo com o objetivo de entender o papel desse profissional no ensino de graduação a distância. Para isso, investigamos as experiências vividas pelos tutores no curso de Licenciatura em Química, modalidade a distância, sob o ponto de vista dos próprios tutores. Percebemos que as dificuldades vivenciadas são mais subjetivas e formativas do que técnicas. Para lidar com a diversidade de estudantes de EaD os tutores manifestam, entre outras necessidades, a de apoio didático e até mesmo de orientações advindas da psicologia.

Palabras clave



Ensino a distância; tutoria; formação de professores.

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DOI: 

http://dx.doi.org/10.5944/ried.16.1.2064

24 de noviembre de 2015

Evaluating online teaching: challenges and complexities

Evaluating online teaching: challenges and complexities


Benilde García Cabrero, Vania Jocelyn Pineda Ortega


Abstract



The article describes the role of teachers in virtual forms of teaching and learning in light of educational psychological models that have influenced distance education from its origins until today. The type of educational psychological model, as well as the technological devices used, either afford or constrain the dimensions that constitute teaching practices in distance education. These two factors (affordance and constrains) must be considered in the design of teaching evaluation in online settings.

Keywords



Evaluation of online teaching; computer-assisted instruction; teaching roles in virtual environments; online education; online tutoring.

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DOI: 

http://dx.doi.org/10.5944/ried.2.14.789

23 de noviembre de 2015

Quality assurance at the consorcio clavijero institute

Quality assurance at the consorcio clavijero institute


Ricardo Mercado del Collado, Mónica López Granados, Gustavo Balderas Rosas


Abstract



This article reports our analysis of world enrollment growth in distance education programs promoted by governments to increase their competitiveness in the knowledge economy. Information is presented regarding Mexico´s distance education system, specifically its online programs and reviews possible reasons for its slow development. Furthermore, it analyses different quality assurance models and describes the one used at the Consorcio Clavijero Institute to examine the following: relevance, legality, course design quality, teacher profile, technology access, student preparation, student support, teacher support and performance, learning, student satisfaction, alumni follow up and the learning management system.

Keywords



Distance education; online programs; higher education; quality assurance.

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DOI: 


http://dx.doi.org/10.5944/ried.2.14.786

22 de noviembre de 2015

Vol. 19,1 (enero 2016). El aprendizaje de lenguas extranjeras mediante tecnología móvil en el contexto de la EaD y combinada


Editorial

LOS INICIOS HISTÓRICOS DE UNA COMPLEJA UNIVERSIDAD PÚBLICA A DISTANCIA: LA UNED DE ESPAÑA

Monográfico

EL APRENDIZAJE DE LENGUAS EXTRANJERAS MEDIANTE TECNOLOGÍA MÓVIL EN EL CONTEXTO DE LA EDUCACIÓN A DISTANCIA Y COMBINADA

APRENDIENDO A HACER PRESENTACIONES EFECTIVAS EN INGLÉS CON BUSINESSAPP

DISEÑO Y EVALUACIÓN DE VISP, UNA APLICACIÓN MÓVIL PARA LA PRÁCTICA DE LA COMPETENCIA ORAL

DUOLINGO COMO PARTE DEL CURRICULUM DE LAS CLASES DE LENGUA EXTRANJERA

LA METACOGNICIÓN COMO ANDAMIAJE PARA EL DESARROLLO DE LA COMPRENSIÓN ORAL EN UNA APP DE MALL SOCIAL

APRENDIZAJE MÓVIL DE INGLÉS MEDIANTE JUEGOS DE ESPÍAS EN EDUCACIÓN SECUNDARIA

Estudios e investigaciones

OS CONSTRANGIMENTOS DOS PROFESSORES DO ENSINO SUPERIOR PRESENCIAL EM RELAÇÃO À ADOÇÃO DO ENSINO ONLINE

LEVANTAMENTO DE COMPETÊNCIAS PEDAGÓGICAS NECESSÁRIAS A TUTORES DA EDUCAÇÃO A DISTÂNCIA

FORMACIÓN EN BUENAS PRÁCTICAS DOCENTES PARA LA EDUCACIÓN VIRTUAL

REGULACIÓN COMPARTIDA EN ENTORNOS DE APRENDIZAJE COLABORATIVO MEDIADO POR ORDENADOR: DIFERENCIAS EN GRUPOS DE ALTO Y BAJO RENDIMIENTO

ELEARNING, EDUCAÇÃO ONLINE E EDUCAÇÃO ABERTA: CONTRIBUTOS PARA UMA REFLEXÃO TEÓRICA

UN NUEVO ENFOQUE BASADO EN COMPETENCIAS PARA LA PERSONALIZACIÓN DE MOOCS EN UN ENTORNO MÓVIL COLABORATIVO EN RED

A AUTORREGULAÇÃO DA APRENDIZAGEM E A FORMAÇÃO DE PROFESSORAS DO CAMPO NA MODALIDADE DE ENSINO A DISTÂNCIA

18 de noviembre de 2015

Aplicación de la técnica educativa aprendizaje basado en problemas para capacitación a distancia (e-learning)

Aplicación de la técnica educativa aprendizaje basado en problemas para capacitación a distancia (e-learning)

Moisés David Armenta Hernández, Verónica Salinas Urbina, Fernando Mortera Gutiérrez


Resumen



Este artículo trata sobre el proceso de capacitación en una fábrica de Software para el sector educativo. En un contexto de innovación donde los productos se reinventan constantemente, el reutilizar conocimientos previos y el aprendizaje profundo y autodirigido son fundamentales. Esto orientó la investigación hacia dos técnicas didácticas constructivistas: el aprendizaje colaborativo y el ABP (Aprendizaje Basado en Problemas). Esta investigación de corte cualitativo implementó un estudio de caso para explorar y analizar qué sucede al incorporar en línea a distancia una actividad instruccional basada en la técnica didáctica ABP usando la plataforma educativa “SesWeb”. Se recolectaron datos mediante observación virtual, entrevistas cualitativas como herramientas principales, y un cuestionario como herramienta auxiliar. Las evidencias señalan que el modelo ABP 4x4 en modalidad E-learning: a) propicia interacciones para el aprendizaje colaborativo, b) fomenta el aprendizaje profundo y auto dirigido, y c) la investigación individual guía al alumno hacia la resolución del problema.

Palabras clave



E-learning; técnicas didácticas; capacitación corporativa; aprendizaje basado en problemas (ABP); adquisición de conocimiento; enseñanza de tecnología.

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DOI: 

http://dx.doi.org/10.5944/ried.16.1.2060

17 de noviembre de 2015

Promoting changes in learning styles and motivations on higher education students through collaborative activities in blended learning

Promoting changes in learning styles and motivations on higher education students through collaborative activities in blended learning


Néstor Fernández Sánchez


Abstract



This article reports the findings of a study of 80 students of higher education in Mexico to promote changes in their motivation and learning strategies through self-managed learning oriented activities and collaborative work on b-learning. The MSLQ instrument was applied pre- and post-treatment. Statistical data were analyzed. The results indicated that anxiety, extrinsic motivation and search for help can be modified, according to the ideas of Donolo et al. (2004). We analyze the relevance of the consideration of learning styles and motivation for teaching and distance learning in b-learning.

Keywords



Motivation; learning styles; blended learning.

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DOI:

http://dx.doi.org/10.5944/ried.2.14.795

16 de noviembre de 2015

The evaluation of blended and on-line university teaching and learning models in the context of the European Higher Education Area (EHEA) by means of the use of moodle platform activity reports

The evaluation of blended and on-line university teaching and learning models in the context of the European Higher Education Area (EHEA) by means of the use of moodle platform activity reports


Bonifacio Martín Galán, David Rodríguez Mateos


Abstract



The incorporation of Spanish universities into the European Higher Education Area (EHEA) has given rise to new models of assessment for university teaching. These models are placed under the general heading “teaching performance programs”, among which are the DOCENTIA program run by ANECA (the Spanish National Agency for Quality Assessment and Accreditation). Within the new context of blended and distance learning models, namely those that are currently being used for various university qualifications, the incorporation of information technology platforms in the management of learning makes it possible to extract data and to statistically analyze information using the system’s “activity grids”. We examine the experience of blended learning courses for various academic programs that are being held at Carlos III University, e.g. via the Moodle platform. This includes the need to gather all the information that is generated by this system, i.e. complementary and support materials for establishing quality indicators in the evaluation process of university teaching.

Keywords



European Higher Education Area (EHEA); evaluation of teaching quality; blended learning; Learning Management Systems (LMS); Moodle activity report; statistical treatment (of data).

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DOI:

http://dx.doi.org/10.5944/ried.1.15.782

11 de noviembre de 2015

Innovation from the information technology and communication

Innovation from the information technology and communication


Manuel Villarruel Fuentes


Abstract



To define innovation within the context of Information Communication Technologies is a complex task, especially since many believe it to be a polysemous concept. Moreover, if we add ambiguity to this problem, namely, the ambiguity that is tackled within educational institutions and where it is equated with a simple design change or where a methodological approach is used for routine tasks without deep reflection, which is a requirement for major transformation, it would be possible to measure the magnitude of the current problem. With ICTs, innovation has transformed from being an end in itself to conveying improvement within the educational system. This does not take into consideration, however, its overall impact in the macrostructure. Based on these criteria, it could be argued that the introduction of new equipment and technological tools would suffice as innovation indicators. Moreover, the fact that the term “innovation” is used is indicative of the fact that it exists. To apply critical judgment criteria when examining the role of innovation, especially in the process of change within schools, is a major task to be undertaken.



Keywords


Change; transformation; improvement; education.



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DOI:



http://dx.doi.org/10.5944/ried.1.15.776

6 de noviembre de 2015

Designing content e-learning: what theories of learning we can find?

Designing content e-learning: what theories of learning we can find?



Geraldo Rocha Fernandes, Carlos Alberto Ferreira

Abstract


This research paper describes the results of a research project whose key objective is to identify the main theories of teaching and learning, namely those that form the basis and development of e-Learning contents at Portuguese institutions. Moreover, the project addresses two types of research (i.e. qualitative and quantitative research), by concentrating on specific case studies. The mechanisms used for data collation are semi-structured interviews and document analysis. The analyses of the results point to the existence of a lack of cohesion between teaching and learning theories. In terms of the production of e-contents, there is a lack of explicit learning theories or models that are formally adopted at Portuguese institutions. We examine various theoretical issues within the same institution, such as as behaviorist, cognitive or constructivist models. The majority of the institutions reported that they had adopted constructivist, instructional design, learning style theory or learning objective models to produce and organize e-contents.

Keywords


E-Learning; content; teaching and learning theories.

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DOI: 

5 de noviembre de 2015

Interacciones entre alumnos en entornos mediados por TIC. Un análisis de la dimensión social de los intercambios

Interacciones entre alumnos en entornos mediados por TIC. Un análisis de la dimensión social de los intercambios

Analía Claudia Chiecher Costa


Resumen



El artículo atiende al propósito de analizar las interacciones entre pares en entornos virtuales, focalizando la atención en la dimensión social y afectiva de la comunicación. Se trabajó con 34 estudiantes de grado y 42 alumnos que cursaban un posgrado, quienes conformados en 17 grupos de trabajo resolvieron en el ámbito de foros de discusión una actividad propuesta. Para la recolección de los datos se procedió a registrar los intercambios (mensajes) generados en cada uno de los 17 foros de discusión pertenecientes a los grupos que participaron del estudio. Posteriormente, se analizó la presencia de indicadores de presencia social tomando como instrumento para el análisis el sistema de categorías propuesto por Garrison et al. (2000). Los resultados informan diferencias en cuanto a la presencia social entre los grupos de alumnos de grado y de posgrado; en estos últimos, la dimensión social se observó con una presencia más fuerte.

Palabras clave



Interacciones entre pares, trabajo grupal, ambientes virtuales, comunicación mediada por computadora, dimensión social.

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DOI: 
http://dx.doi.org/10.5944/ried.16.1.2061

4 de noviembre de 2015

Consensual coordination of pedagogical practices between tutors and teachers

Consensual coordination of pedagogical practices between tutors and teachers


Tanise Paula Novello, Débora Pereira Laurino


Abstract



This research paper examines distance education (DE) and the conceptualizuation of mentoring activities. It focuses on the “resignification” (new meaning) of the teacher’s role in the modern educational context. Interviews were carried out with teachers and tutors who teach subjects in the distance education modality. These interviews were then analyzed using “discursive textual analysis” as its premise. This is a technique that promotes dialogue between research subjects and academics (the latter of which help finance research). In addition, the paper highlights the need to look beyond “individual work” and the “recognition of differences as a form of complementariness”. It focuses on the implementation of training programs for professors and tutors, namely those who promote new ways of doing collaborative work and that aid the management of a pedagogical praxis. Doing research on distance education practices and activities is thus a means of both affirming certain truths and also overcoming limitations.

Keywords



Distance education; teachers; distance tutors.

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DOI: 

http://dx.doi.org/10.5944/ried.1.15.783

3 de noviembre de 2015

Acompañamiento del recorrido de la educación a distancia: direcciones que conducen el rumbo, descripciones de la navegación y aportes necesarios

Acompañamiento del recorrido de la educación a distancia: direcciones que conducen el rumbo, descripciones de la navegación y aportes necesarios

Suzi Samá Pinto, Débora Pereira Laurino


Resumen



El presente artículo se centra en el debate acerca de la Educación a Distancia (EaD) en el contexto de los cursos de graduación, para identificar los progresos y/o dificultades encontradas en el desarrollo de esta modalidad y, de esta forma, señalar los beneficios que aún no están explorados. Para ello, a partir de un cuestionario, fueron recogidas las opiniones de los estudiantes, se categorizaron y fueron analizados los datos utilizando la metodología del análisis textual discursivo. Al realizar este estudio se plantearon diversas cuestiones sobre el dinamismo de los procesos que envuelven a la EaD, dentro de los cuales destacamos: la recogida de los datos de las interacciones, la flexibilidad de los diferentes niveles de presencia, y la relación entre los diversos autores implicados en el análisis junto con la tecnología digital.  Aparte de esto, observamos que, para que la acción pedagógica se concretara como dialógica, era necesario que la comunicación se intensificara mediante una escucha activa y que el aprendizaje fuera considerado como un proceso que ocurre en el hacer y convivir.

Palabras clave



Educación a distancia; acompañamiento del curso; curso de graduación.

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DOI: 

http://dx.doi.org/10.5944/ried.16.1.2057