30 de enero de 2015

A Virtual Based Tutorial For New Nursing Professionals

A Virtual Based Tutorial For New Nursing Professionals


Mar Lleixa Fortuño, Mercè Gisbert-Cervera, Luis Marqués-Molías, Cinta Espuny Vidal, Juan González Martínez, Nuria Albacar Riobóo

Abstract


This research study presents the implementation of a virtual tutorial system for new Nursing professionals during their work placements, which is positively evaluated by the participants in terms of motivation, academic support, etc. Following this pilot experience, one can highlight the need and importance of continuing with the program so that it continues to respond to their needs in terms of student help and support. Similarly, the initiative aims to serve as a starting point for institutionalizing a virtualprogram of work placements for new nursing professionals, i.e. within the context of public health professionals.

Keywords


New nursing professionals; ICTs on-line; tutoring; mentoring emotional support; educational technology.

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DOI: 

http://dx.doi.org/10.5944/ried.16.1.2067

The Profile Of Business Administration Students Enrolled In Accounting: The Case Study Of The Distance Education Center Of Rio De Janeiro State

The Profile Of Business Administration Students Enrolled In Accounting: The Case Study Of The Distance Education Center Of Rio De Janeiro State


Robson Augusto Dainez Condé, Renato Santiago Quintal, Silvestre De Mello De Saouza, Simone Silva Da Cunha Vieira

Abstract


This article aims to identify student profiles in the distance-based Business Administration degree offered at the Distance Education Centre (CEDERJ), based in the State of Rio de Janeiro. It concerns an empirical study of students who are enrolled in the fields of Accounting. The study, which is of a qualitative, quantitative and exploratory nature,focuses on tried and tested methods. The instrument used for data collection was the database provided by CEDERJ. Moreover, the data-mining strategy facilitated the extraction of the data and the subsequent statistical processing methods. At the end of the study, it was possible to construct the student profile of students taking Business Administration, namely those who were enrolled in academic disciplines related to Accounting. The study looked at the following issues: gender, geographical distribution, age groups, performance as well as attrition that occurred during the course.

Keywords


Distance education; administration; accounting; profiles; CEDERJ.

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DOI: 

http://dx.doi.org/10.5944/ried.16.1.2066

29 de enero de 2015

Application Of The ELQ Model In The Quality Assessement Of Distance Education Taught At UPPUEBLA

Application Of The ELQ Model In The Quality Assessement Of Distance Education Taught At UPPUEBLA


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

Abstract


The purpose of this study is to examine the quality of e-learning offered by Universidad Politécnica de Puebla by applying the ELQ Model (E-Learning Quality). The preliminary results show that the ELQ model scored a 100% in the areas of communication, collaboration and interactivity. On the other hand, for material and content items, the virtual environment, student assessment, flexibility, technical and holistic support, the percentages of achievement were equal to, or greater than, 60%. For the other areas such as experience, vision, institutional leadership and resource allocation, the percentage of achievement was less than, or equal to,50%. It is believed that designing, implementing and evaluating an institutional vision based on organizational leadership, holistic training and continuous improvement, will contribute significantly to achieving the desired quality in this educational modality.

Keywords


Learning environment; quality of education; evaluation criteria; distance learning, assessment.

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DOI: 

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

Undergraduate Degree Course Tutors In Chemistry At UFMG: Reflections Based On Their Perceptions

Undergraduate Degree Course Tutors In Chemistry At UFMG: Reflections Based On Their Perceptions


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


Abstract



When we expand and interiorize higher education by means of distance education, there is a pedagogical actor that is directly involved in the training of students: the tutor. Although there are innumerable teaching experiences of tutors, we believe that their role has not been clearly defined yet (in distance education). In this context, the objective of this study is to examine the role of the professional in undergraduate distance education. For this reason, we researched the experiences of the tutors in the distance-based Chemistry undergraduate degree, especially focusing on the tutors point of view. We discovered that the difficulties they experienced were more subjective and training-related rather than technical. In order to deal with the diversity of distance learning students, the tutors demonstrated, among other things, the need for didactic support as well as guidance stemming from psychology.

Keywords



Distance learning or distance education; tutoring teachers education.

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DOI:

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

28 de enero de 2015

The Curriculum And Distance Education

The Curriculum And Distance Education


Walter Rubén Iriondo Otero, Domingo José Gallego Gil

Abstract


Teaching and learning processes have been strongly impactec by Information  and Communication Technologies (ICTs). These have, in turn, maximized the potential of Distance Education (DE), i.e. as an important means of teaching aln learning. ICTs, especially digital media that is supported by Information Technology and computer networks, require a (new) repositioning where both the curriculum context ant the curriculum development in DE are taken into consideration. In this paper, we discuss an epistemological framework, which, when seen though this new academic lens, enables us to identifu key aspects for developing curricula in DE. This framework considers the "curriculum" as content that is to be developed, namely the planning of educational activities and the interactive reality that underlies the distance education experience. For each of these three dimensions, we identified key aspects of the curriculum which, in our view, should be carefully considered in DE.

Keywords


Curriculum; distance education; ICT; media; educational technologies.

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DOI: 

http://dx.doi.org/10.5944/ried.16.1.2062

Interactions among students in environments mediated by icts. An analysis of the social dimension of exchanges

Interactions among students in environments mediated by icts. An analysis of the social dimension of exchanges


Analía Claudia Chiecher Costa

Abstract


This article aims to analyze peer interactions in virtual environments, focusing on the social and affective dimensions of communication. We worked with 34 graduate students and 42 students who were taking a postgraduate degree. The latter were comprised of 17 workgroups who worked on solving a proposed activity in a discussion forum. For data collection purposes, the online exchanges for each of the 17 fora in the study were then recorded. Finally,the social indicators were analyzed using the category system proposed by Garrison et al. (2000). Our results showed differences in terms of the social presence among the group of students (graduate and postgraduate). For the latter group, the social dimension had a stronger presence.

Keywords


Peer interactions; group work; virtual environments; computer mediated communication; social dimension.

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DOI: 

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

27 de enero de 2015

Application Of The Learning Method Based On Distance Training Problems (E-Learning)

Application Of The Learning Method Based On Distance Training Problems (E-Learning)


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


Abstract



This article deals with the training process used in a software company in the education sector. Within the context of innovation, that is, where products are constantly being reinvented, the re-utilization of previous knowledge and deep and self-guided learning are essential. Indeed, this guide is geared towards two constructivist didactic techniques, namely collaborative learning and Problem Based Learning (PBL).This qualitative research involved the implementation of a case study that explored and analyzed what happened when we incorporated an instructional activity that is based on the PBL technique using the SesWeb educational platform via the online/distance modality. Data was collected via online observations, qualitative interviews (used as primary tools) and a questionnaire (used as an auxiliary tool). The results demonstrate that the 4x4 PBL model in the E-Learning modality: a) facilitates interactions for collaborative learning; b) promotes deep and self-guided learning; and c) that individual research guides students towards problem-solving.

Keywords



E-learning; teaching techniques corporate training problem based learning (PBL); Knowledge adquisition; educational technology.

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DOI: 


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

Assistance In Finding A Pathway To Distance Education: Guidelines To Help Lead The Way, A Description Of The Navegation Strategy, And Vital Contributions

Assistance In Finding A Pathway To Distance Education: Guidelines To Help Lead The Way, A Description Of The Navegation Strategy, And Vital Contributions


Suzi Samá Pinto, Débora Pereira Laurino

Abstract


This paper focuses on the debate about Distance Education (DE), i.e. within the context of undergraduate courses. It aims to identify the progress and/or difficulties that occur during the development of this modality-- thereby highlighting benefits that have not yet been explored. For this reason, students opinions were recorded in a questionnaire and later categorized and analyzed using the Discursive Textual Analysis method. Upon doing this study, a number of issues were proposed concerning the dynamics of DE processes, such as: the gathering of data related to (online) interactions, the flexibility of different levels of onsite education, and the relationship among the various authors jointly involved in the analysis, as well as (with) digital technology. For pedagogical action to be translated into dialogue, it was necessary for communication to be enhanced by means of active listening, and also for learning to be considered as a process that occurs in the act of doing and within the context of working harmoniously.

Keywords


Online education; course follow up; undergraduate course.

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DOI: 

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

26 de enero de 2015

Using Active Collaboration In Wikipedia As A Learning Tool

Using Active Collaboration In Wikipedia As A Learning Tool

Mª Isabel Alonso de Magdaleno, Jesús García García

Abstract


Our current generation of students has grown up in an environment where the main source of information is now in digital format. For this reason, the authors propose, within the context of written assignments, the editing of Wikipedia entries as a tool for constructive and critical thinking. In this way, they can improve the following areas: the acquisition of knowledge, information management skills, and develop proper citation skills, as well as improve other skills related to information management. Previously, however, this was done by means of an empirical study of the students behavior in relation to written work. This behaviour proved to be consistent with previous literature about the subject.

Keywords


Open knowledge; written assignments; wikipedia; quality; collaboration.

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DOI: 


http://dx.doi.org/10.5944/ried.16.1.2056

University Teaching: A Study On The Interaction Between Teachers And Students In The Course Type Semipresential

University Teaching: A Study On The Interaction Between Teachers And Students In The Course Type Semipresential


Walteno Martins Parreira Júnior, Silvana Malusá Baraúna, Guilherme Saramago de Oliveira

Abstract

This study, presents the results of an investigation into the university pedagogical practices of professors who adopt the semipresential modality in education teaching courses. The aim was to understand how this professional looks upon his own practice, specifically on the interaction between teacher and student in daily life. As a survey instrument, it was used a questionnaire, built on quantitative and qualitative approaches, consisting of three parts: identification / teaching qualification, syllabus and open questions. The teachers work in two courses of a Higher Education Institution in the Triângulo Mineiro, in Minas Gerais State. The results showed that these professionals make use of Information and Communication Technologies – ICTs – in the process of teaching and learning, for interaction, organization, development of syllabuses and evaluating activities.

Keywords

University distance teaching; Didactic and pedagogical practice; Semipresential teaching.

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DOI: 

http://dx.doi.org/10.5944/ried.16.2.9912

23 de enero de 2015

Mini Videos As Didactic Resources In Quantitative Subjects

Mini Videos As Didactic Resources In Quantitative Subjects


Damián de la Fuente Sánchez, Montserrat Hernández Solís, Inmaculada Pra Martos


Abstract

The usage of audiovisual tools for educational purposes has become widespread in recent decades - with videos becoming one ofthe most prominent. However, its usage for the teaching of subjects of a quantitative nature is not as extensive as for other subjects. Based on our teaching experience of applying short videos in the distance teaching of financial mathematics, we were able to arrive at a series of conclusions. These refer to the basic principles that a short video should consist of, so as to achieve optimal learning results by students. We also present the students’ opinions about the usage of these tools – which is illustrated with some findings that support their usage in the distance/online teaching of quantitative subjects.

Keywords

Short videos; educational video; distance education.

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DOI: 

http://dx.doi.org/10.5944/ried.16.2.9911

Strategies For The Early Detection Of Evasion Propensity

Strategies For The Early Detection Of Evasion Propensity


Adelina Mezzari, Liane Margarida Rockenbach Tarouco, Barbara Gorziza Avila, Geraldo Ribas Machado, Rute Vera Maria Favero, Ana Marli Bulegon


Abstract

Evasion is a concern for both onsite and D-Ed. courses. This paper presents the results of research about its causes. In addition to investigating references from other works about the same theme, we also developed a study using data derived from distance course learning for in-service teachers. This study and the accompanying research aim to diagnose the causes of evasion and to obtain evidence that helps to prevent situations contributing to evasion. There is an analysis of the records of course activities and an evaluation of computerbased communication strategies, i.e. with the aim of detecting evasion risk levels, as well as identifying relevant factors that lead to evasion. These data help to elicit indicators of student activity in distance learning courses, which, in turn, facilitates the identification of situations where there is a higher risk of evasion.

Keywords



Distance education; evasion; mediation.

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DOI: 

http://dx.doi.org/10.5944/ried.16.2.9910

22 de enero de 2015

Explicating The Inter-Relationship Between Learning Activies, The Evaluation Process, And The Acquisition Of Competences

Explicating The Inter-Relationship Between Learning Activies, The Evaluation Process, And The Acquisition Of Competences


Ana Elena Guerrero-Roldán, María Antonia Huertas, Enric Mor, María Elena Rodríguez

Abstract

The European university system defines degrees according to a series of general and specific competences that should be acquired by students. These established competences should be reflected in the degree subjects – as it is necessary to align each competency with activities performed by students. At the same time, the evaluation criteria of each activity should reflect the level of acquisition of each competence. Both the qualification that is granted as well as the feedback that the student receives should be related to the competences, i.e. to show the student’s progression. In this article, we present a working procedure to align the degree competences with the course competences, its activities, the evaluation criteria, and the learning outcomes. The main contribution of this paper lies in its analysis of the relationship established between the various elements, namely those which specify and clarify the specific competences required for both teachers and students in a degree course on Logic.

Keywords


Higher education; competences;teaching-learning process; activities; assessment process; feedback.

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DOI:

http://dx.doi.org/10.5944/ried.16.2.9909

Use Of Technology: Determination Of Time That Young People Between 12 And 18 Use Technological Equipment

Use Of Technology: Determination Of Time That Young People Between 12 And 18 Use Technological Equipment


Antonio Alexander Franco Crespo


Abstract

The technology has penetrated in all human activities in a positive way, but there are many questions about the impact on society due to the significant time devoted to it, especially by young people. Activities such as reading, homework or self-education are relegated by others linked to virtual communication and entertainment. The research underlying this article, held in Quito, Ecuador, has established that young people between 12 and 18 years old, spend per day on average 7h50 to television, the computer, the video game consoles, to music players, to the mobile phone and the landline. The intensive use of these devices shows that, the behavior of young people and the strategies to reach, them have changed. It`s necessary to understand this new reality.

Keywords



Technology; time of use; youth.

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http://dx.doi.org/10.5944/ried.16.2.9908

21 de enero de 2015

Evaluation Of The Usage Of Technologies At Uned Distance Education University

Evaluation Of The Usage Of Technologies At Uned Distance Education University


Emilia Carmena Yáñez, Javier Navarro Fernández


Abstract

This paper analyses the new technologies provided by Spain’s Distance Learning University (UNED) and their usage by UNED students. The objective of this paper is to evaluate the collated date so as to be able to draw conclusions and make recommendations for improvement proposals that will lead to increased trust and support among the various sections of the university, while providing a basis for subsequent research work. Our study is primarily descriptive and quantitative. Secondly, it is comparative as it provides opinions that are gathered from a large group of students. For data gathering instruments, we used data from a survey that was applied to the aforesaid group. The core theme of the article examines the difficulties that are experienced using the new technologies at UNED. The ANOVA table, along with Pearson’s Chi-squared, χ2, Test, will indicate if the F distribution shows significant differences in comparison with the 95% degree of confidence.

Keywords

Information technology; virtual campuses; digital networks; Alf platform; WebCT; E-learning.

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DOI: 


http://dx.doi.org/10.5944/ried.16.2.9907

Affection And Conflict In Learning Management System Interactions

Affection And Conflict In Learning Management System Interactions


Ana Luisa Mülbert, Ariane Girondi, Alice T. Cybis Pereira, Marina Keiko Nakayama


Abstract

Interaction in virtual learning environments (VLEs) is a phenomenon of substantial importance for the success of distance learning programs. In this article, we discuss manifestations of emotions and conflict that permeate interactions occurring in VLEs, that is, within a formal system of college education. Beginning our focus on dialogues developed by the students, we identify several patterns of interaction that reveal emotions and/or conflict. The collated data correspond to dialogues developed between students and teachers in a college distance educational system, which were subjected to content analysis using an interpretive approach. The understanding of emotional content, conflict and negotiation in online learning environments is considered to be relevant to the construction of learning spaces that enhance the manifestation of emotions and the overcoming of conflict.

Keywords

Virtual learning environment; distance education; emotions, conflict, negotiation.

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DOI: http://dx.doi.org/10.5944/ried.16.2.9905

20 de enero de 2015

A Study Of Adult E-Learning In Higher Distance Educacion: A Statistical Analysis About Students' Performance In Financial Accounting In A Spanish University For Distance Learning

A Study Of Adult E-Learning In Higher Distance Educacion: A Statistical Analysis About Students' Performance In Financial Accounting In A Spanish University For Distance Learning (UNED)


Teresa Carmen Herrador Alcaide, Montserrat Hernández Solís


Abstract


This paper aims to establish a mathematical model to measure the performance of e-learning in adult distance education in the field of financial economics and accounting. As an innovative methodology, a ‘linear regression’ approach was applied to contrast correlations between variables in the model. A teacher innovation network was implemented for e-learning using various materials. The compilation of data was carried out by means of an opinion survey to evaluate the usage of the four elements that comprised the design factors of the e-learning model applied at UNED. The contrast of a ‘Null Hypothesis’, e.g. by means of linear regression analysis validated the established model. However, the ‘binary logistical analysis’ and the statistical contrast of the group demonstrated that the effect of e-learning on performance was not as high as it had been expected.


Keywords

E-learning in university distance education; performance of e-learning in accounting students; student perception of e-learning; results of online teaching; online interactive videos.


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DOI: http://dx.doi.org/10.5944/ried.16.2.9904

Propositions And Controversies In Connectivism

Propositions And Controversies In Connectivism

Marie Jane Soares Carvalho


Abstract

In this paper, we analyze the ideas and applications of the connectivist project. For connectivism, we focus on what is most relevant, namely the new conditions and ecology of learning, which encompasses ‘information abundance’, ‘networks’, and ‘connectivity. In addition, research proposals and numerous concepts are added to the connectivist proposal—all of which require discussion and analysis. In connectivism, innovative knowledge typically involves combinations, fusion, and overlapping of data and information, which can be freely found in links, nodes, and networks. This is a questionable assumption given the nature of network scales. However, the promotion of connectivism has won both fans and critics. For instance, critics of connectivism criticize its claim of ‘learning theory’. On the other hand, the greatest acceptance of connectivism is found in its connection with pedagogy. In sum, there are both reservations and criticisms about the concept and practice of Massive Open Online Courses.

Keywords

Connectivism; connectivist pedagogy; networks; weak ties; MOOC.


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DOI: http://dx.doi.org/10.5944/ried.16.2.9903

19 de enero de 2015

Research And Trends Of Distance Education In Latin American Through The Doctoral Thesis

Research And Trends Of Distance Education In Latin American Through The Doctoral Thesis

María García Pérez, Lorenzo García Aretio


Abstract

The purpose of this article is to examine, understand and analyze the characteristics and general trends of doctoral theses about distance education in Latin America. To this end, this research is composed of two phases, the first performed a descriptive analysis of a total of 183 documents defended between 2004 and 2011. In this part the trends and needs of distance education how research areas discussed in the doctoral thesis analyzed. In the second phase, through analysis of references citing references used as an indicator of consumption are detailed. The results show that the dispersion of research topics has not changed significantly and that there are two areas within the distance education are proposed for future research.

Keywords

Latin American; review of distance education research; research areas; bibliometric.

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DOI: http://dx.doi.org/10.5944/ried.17.1.11581

Validity And Reliability Of The Reduced Portuguese Version Of The Web Based Learning Environment Inventory

Validity And Reliability Of The Reduced Portuguese Version Of The Web Based Learning Environment Inventory

Angelo Jesus, María Joao Gomes, Agostinho Cunha, Agostinho Cruz


Abstract

The use of standardized assessment instruments, brings a dimension of reliability and validity that allows a different view on various aspects related to the assessment of learning environments, complementing and enriching the more qualitative character of other approaches. In this topic, questionnaire surveys, have been developed and validated in several countries, with the aim of collecting information for evaluation of virtual learning environments. It has already been discussed, in previous works, the absence of such an instrument, validated for the Portuguese language. This study aims to fill this gap, presenting in detail the process of translation, adaptation and validation of the Portuguese reduced version of the Web Based Learning Environment Inventory.

Keywords

Computers in education; distance education; virtual learning environment; web based learning environment inventory.

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DOI: http://dx.doi.org/10.5944/ried.17.1.11579

17 de enero de 2015

Creation of learning digital objects and the process of insertion in eSpacio-UNED institutional repository

Creation of learning digital objects and the process of insertion in eSpacio-UNED institutional repository

Luis Zorita, Alicia López Medina, Miguel Latorre, Manuel Blázquez, Elio San Cristóbal, Sergio Martín, Gabriel Díaz, Manuel Castro


Abstract

The use of marking and labeling standards in digital objects is a process widely implemented for managing knowledge. The presented paper aims to explain the works developed from the Electronics and Computer Engineering Department in UNED in the way to take advantage and reuse the department resources such as annotations, problems, solutions, schemes, articles, etc. The works have been focused through classification, labeling and digital organization of information, having been extended in a subsequent stage of extraction and management of those digital objects susceptible to be extracted from the publications of the papers presented in TAEE conferences. In order to storage such an amount of digital objects, the university institutional repository, eSpacio-UNED has been selected to load both, learning objects and metadata associated files.

Keywords



Digital object; learning object; repository; reusability; services integration.

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DOI: http://dx.doi.org/10.5944/ried.17.1.11578

Analysis of successful modes for the implementation and use of open course ware (OCW) & open educational resources (OER) in higher education. The virtual mobility case

Analysis of successful modes for the implementation and use of open course ware (OCW) & open educational resources (OER) in higher education. The virtual mobility case

Edmundo Tovar Caro, Igor Lesko


Abstract

This paper presents results from research on the use of OCW and OER in Higher Education (HE). The research was carried out with leaders of OCW/OER initiatives at HE Institutions and Organizations around the world. The aim was to identify successful practices for implementation and use of OCW/OER in HE and to investigate how OCW/OER could facilitate student virtual mobility. This work has been planned as part of the project “OpenCourseWare (OCW) in the European HE context” carried out with the support of the Lifelong Learning Programme of the European Union. The focus of the project is the creation of preconditions for a strong European/OCW framework and, as a consequence, a decline of obstacles to cooperation between European institutes, and therefore an increase in real student mobility.

Keywords

Open educational resources (OER); opencourseware (OCW); virtual mobility.

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DOI: http://dx.doi.org/10.5944/ried.17.1.11577

16 de enero de 2015

From Elite To Mass To Universal Higher Education: From Distance To Open Education

From Elite To Mass To Universal Higher Education: From Distance To Open Education

Larry Cooperman


Abstract

In 1970, Martin Trow, a professor at the University of California, Berkeley, identified a transition “underway in every advanced society – from elite to mass higher education and subsequently to universal access.” This paper adapts this framework of the historical and structural development of higher education as a phased process in which absolute and  relative growth of university enrollment transforms the institutions of higher education and alters its functions. The transition to universal access may support economic development, social mobility and greater income equality, in turn buttressing even the institution of democracy. Arriving at those optimal social outcomes isn’t automatic, however, because of a variety of remaining issues: how universality of higher education translates to economic growth and social equality. The problem of the “next 1%,” shorthand for the continued entrance of new social layers into higher education, presents novel challenges that “access” alone may not solve.

Keywords

Open course ware, MOOCs; open educational resources; higher education; social mobility; access.

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DOI: http://dx.doi.org/10.5944/ried.17.1.11576

Geo-Cultural Adaptivity In Virtual Learning Environments

Geo-Cultural Adaptivity In Virtual Learning Environments

José Palazzo M. De Oliveira, José Valdeni de Lima, Leandro Krug Wives, Ana Marilza Pernas, Isabela Gasparini, Alejandro Fernández, Alicia Díaz


Abstract

At the present time the access to digital contents is one of the most important techniques to learning support. Although there are multiple systems with this goal, little attention is given to the adaptation to the cultural characteristics of these contents related to the apprentice’s geographic location. The focus of this paper is to contribute to the development of digital inclusion and peoples’ learning abilities through the construction of a digital ecosystem. The aim is to develop student’s abilities to expand skills in collaborative learning activities to build and share knowledge in a social context. This interaction when expanded to large groups of participants of different nationalities bumps into implementation difficulties arising from geo-cultural characteristics. Our work deals with the analysis of these characteristics to allow the expansion of virtual learning environments for large groups of students. This concern with the specific characteristics of students from different regions is one of the major obstacles to the implementation of Massive open online courses (MOOC).

Keywords

virtual learning environments, learning trajectories, geo-cultural, adaptivity

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DOI: http://dx.doi.org/10.5944/ried.17.1.11575

15 de enero de 2015

Massive Open Online Courses: Opportunity Or Threat For Iberoamerican Universities

Massive Open Online Courses: Opportunity Or Threat For Iberoamerican Universities

Ramón Capdevilla Pagès, Pedro Aranzadi Elejabeitia


Abstract

In recent months, the emergence of massive open online courses is one of the most important phenomena that higher education has experienced in recent decades. However, the language in which these contents are created will determine whether necessary critical mass is reached in order to achieve sustainability for this new distance education model. Ibero American universities are facing a great opportunity to meet the demand for knowledge of the hundreds of millions of Spanish- and Portuguese -speaking people who do not speak English and therefore cannot follow the Anglo-Saxon universities courses. In response to this new challenge Myriad X, a platform for Massive Open Online Courses, was launched in early 2013 with Latin American vocation.

Keywords

MOOCs, courses, massive, online open, free

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DOI: http://dx.doi.org/10.5944/ried.17.1.11574

The Figure Of The Facilitators In The Mass And Open Online Courses (COMA / MOOC): New Professional Role For Open Educational Environments

The Figure Of The Facilitators In The Mass And Open Online Courses (COMA / MOOC): New Professional Role For Open Educational Environments

Pedro María Marauri Martínez de Rituerto

Abstract

We are witnessing the emergence of new professional roles in the Massive Open Online Courses (MOOC), that attempt to mitigate, in some way, the absence of existing custom tutorial assistance in online courses traditional remote. Throughout this article, we will review the role of facilitators. This is one of the most visible igures in the MOOC as students recognize the igure as representing the institution within the courses. We shall approach its studio putting in relevance, the functions to be played on a course of this nature, the technological tools they can use and the proile needed to perform this kind of activity.

Keywords

facilitators, functions, COMA, MOOCs, working tolos, proile

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DOI: http://dx.doi.org/10.5944/ried.17.1.11573

14 de enero de 2015

The Role Of MOOCS In The Creation Of Learning And Participation Communities

The Role Of MOOCS In The Creation Of Learning And Participation Communities

Daniel Torres Mancera, David Gago Saldaña


Abstract

Despite its increasing popularity, the most promising value of MOOCs is not derived from what they are, but from what they may transform into, that is, the positive derivatives that have already started to flourish and are very much related to the open and flexible character of learning advocated by MOOCs (Yuan and Powell, 2013). These capabilities arise from its very nature, namely the modularity, scalability and (re) combinative nature, thus enabling the transition towards personalised learning pathways that are also more adjusted to individual competences and preferences. This is the rationale underlying the concept of learning and participation communities highlighted in this article by CSEV and underpinned by the creation of a new “umbrella” platform that brings together initiatives already implemented (such as UnX) and new ones that are now being incorporated.

Keywords

MOOCs, communities of participation and learning, personalised learning, connectivity

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DOI: http://dx.doi.org/10.5944/ried.17.1.11570

The Presentation Forum In The Training Of Tutors - CEAD / UFU: An Overview Of The Profile Of Candidates And Their Interaction Via “SNAPP”

The Presentation Forum In The Training Of Tutors - CEAD / UFU: An Overview Of The Profile Of Candidates And Their Interaction Via “SNAPP”

Olíria Mendes Gimenes


Abstract

This study aims to trace the profile of candidates during their tutorials in distance learning courses at the Federal University at Uberlândia, Brazil. The profile is based on the information contained in the online fórum posts. It covers aspects from the questionnaire that are related to the course evaluation. It has an empirical and qualitative approach, i.e. where the data are evaluated using the candidates’ entries in the Virtual Learning Environment of the Teacher Training Course, which was offered by CEad/UFU in 2012. Data were gathered from the forum and from the candidates’ online behaviour, e.g. when interactions are required for completing forum activities. In order to analyze the forum interactions, we used software called SNAPP. We concluded that prior knowledge was needed in the selection and training process of those who work with DE.

Keywords

Forum, teacher training, distance education

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DOI: http://dx.doi.org/10.5944/ried.17.2.12687

13 de enero de 2015

Autonomous Digital Resources Through Augmented Reality

Autonomous Digital Resources Through Augmented Reality

Joaquín Cubillo Arribas, Sergio Martín Gutiérrez, Manuel Castro Gil, Antonio Colmenar Santos


Abstract

Even today there are limitations to teaching concepts that require a specific level of manipulation or visualization of objects (the later of which are not always available). This is often because of the abstract, spatial or scientific nature of the object in question. Augmented reality and mobile devices are tools that are available today, which enable us to overcome these deficiencies. What’s more, they provide us with the ability to interact with virtual objects in a three dimensional space. For these technologies to form an active part of the educational environment, it is necessary to provide authorship tools that facilitate the creation of autonomous augmented resources, and explain the concepts that are presented to the student. It will also help with uploading- in a simple and transparent manner- virtual resources that can be re-utilized.This paper presents an augmented reality learning environment which fulfils these objectives.

Keywords

augmented reality, mobile learning, authoring tools, contextualization, multiple choice questions

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DOI: http://dx.doi.org/10.5944/ried.17.2.12686

Teacher or Tutor: A Tenuous Line In Distance Learning Teaching

Teacher or Tutor: A Tenuous Line In Distance Learning Teaching

Michelle Brust Hackmayer, Estrella Bohadana


Abstract

This research paper analyzes the nature of tutorial work in Distance Learning (DL). It uses as a key reference official documents from the Brazilian Ministry of Education and Culture (MEC) (BRAZIL, 2007), i.e. to describe both the functions of the tutor and the evaluations that tutors from the Center for Distance Higher Education, State of Rio de Janeiro (CEDERJ), implement within their own teaching and evaluation practices. This study contextualizes the research by addressing theoretical issues related to teaching in distance education, which involves several professionals, including the tutor. The paper shows that there is a lack of terminology to define the role of the tutor within Distance Education (DEd) – a field which is becoming increasingly complex and more difficult to define. It explains that, although the tutor is recognized as having a significant and specific role in distance learning courses, he or she is still a professional without a professional profile- the latter of which is evidence of a proven educational background and having a certain role within distance learning. This research paper also reveals the growing need to carry out further studies that highlight the teachers’ roles, their professional portfolio, and more importantly, their teaching performance and teaching style in DL. It analyzes the answers to the questionnaire that was given to 38 tutors from CEDERJ/UERJ in the undergraduate course in Pedagogy. Finally, it concludes that all participating tutors considered themselves as teachers, even though they were not recognized as such by the institution they worked for.

Keywords

Distance learning, Tutorials,Teaching

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DOI: http://dx.doi.org/10.5944/ried.17.2.12685

12 de enero de 2015

Training Feedback For Online Students

Training Feedback For Online Students

Fernando Gustavo Lozano Martínez, Laura Adriana Tamez Vargas


Abstract

This qualitative study focuses on researching the following questions: How can a training assessment approach create new ways of providing feedback to students for online courses? 32 teachers from a private institution that offers on line programs via the Internet participated in this study. A training course was designed to teach a feedback model that promoted training assessment. The results show that one can improve teacher feedback by providing the following information to the student, which is based on answering following questions: What am I trying to achieve in my studies? What is the objective or the goal? How am I trying to achieve this goal? How do I connect this activity with the following? The overall reaction of the participants was positive. They demonstrated a certain level of motivation when incorporating the elements of the student feedback model.

Keywords

Feedback, training feedback, Academic Tutor, Online courses

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DOI: http://dx.doi.org/10.5944/ried.17.2.12684