27 de febrero de 2015

Accesibilidad a los contenidos educativos audiovisuales: nuevas tecnologías con formatos contenedores

Accesibilidad a los contenidos educativos audiovisuales: nuevas tecnologías con formatos contenedores

Covadonga Rodrigo San Juan, José Luis Delgado Leal, Teresa Sastre Toral

Resumen


Uno de los principales objetivos de la metodología de enseñanza a distancia es precisamente posibilitar el acceso a estudios a personas que por sus circunstancias personales no habrían podido conseguirlos, como son las personas que tienen dificultades especiales para acceder a la enseñanza presencial. En el caso concreto del uso de medios educativos a través de Internet es evidente que la presentación de la información on-line ofrece muchas ventajas frente al papel. Es evidente que la innovación en el uso de la gestión de contenidos educativos y los formatos de especificación, logrando el mayor nivel de accesibilidad de los mismos, es uno de los aspectos más importantes para el desarrollo de la enseñanza a distancia en el momento actual. Este artículo muestra los avances que se pueden lograr con el uso de formatos contenedores para los recursos multimedia accesibles, lo cual redunda en una mejora de los actuales procesos de producción, distribución y mantenimiento de los contenidos y escenarios educativos, así como amortizar el esfuerzo realizado asegurando la mayor reutilización e interoperabilidad de los mismos.

Palabras clave


Recursos multimedia accesibles, Formatos contenedores, Códec de video y audio, Subtitulado, Streaming en internet.

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DOI: 

http://dx.doi.org/10.5944/ried.2.13.820

La creatividad y la innovación en la universidad estatal a distancia

La creatividad y la innovación en la universidad estatal a distancia

Gustavo A. Amador Hernández

Resumen


Se analiza cómo la innovación y la creatividad, tienen que gestionarse en el contexto de las organizaciones, ya que son los factores claves para el desarrollo de las estrategias de sobrevivencia en el siglo XXI, de acuerdo con una revisión de artículos publicados en la Harvard Business Review, durante los últimos 5 años. La investigación se ejecutó en una muestra de 96 personas de la Universidad Estatal a Distancia a la cuál se le aplicó un instrumento con escalas, que mediante el criterio de la máxima verosimilitud, el análisis de factores exploratorios y la confiabilidad (Alpha de Cronbach), determina la percepción de la muestra de competencias orientadas a la creatividad y a la innovación, de acuerdo con el nivel académico y el sexo de la población analizada. Se muestran algunos resultados de investigación en un análisis de variación dos por dos, que asume a las competencias de innovación y creatividad como variables dependientes y el sexo y la ubicación en estratos ocupacionales de la muestra como las variables predictivas.

Palabras clave


Competencias académicas; creatividad; innovación; factor humano.

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DOI: 

http://dx.doi.org/10.5944/ried.1.12.924

26 de febrero de 2015

Curso de ingreso virtual para educacion virtual: una estrategia dentro de la funcion tutorial de la educación a distancia

Curso de ingreso virtual para educacion virtual: una estrategia dentro de la funcion tutorial de la educación a distancia


Claudia Floris, Mabel Guidi


Resumen



El presente artículo constituye una reflexión sobre una experiencia concreta en dónde se intenta explicar cómo un sistema de educación a distancia debe pensarse con una función tutorial que le es intrínseca y transversal de diferentes áreas y roles de dicho sistema. Requiere más que el ejercicio del rol de tutores. Para ello se presentan algunos supuestos teóricos y principios en base a los cuales se diseñó e implementó el curso de ingreso a carreras virtuales en la Facultad de Ciencias Humanas de la UNCPBA (Tandil, Argentina). Luego se describe en qué consistió el curso y algunas observaciones y resultados del mismo.

Palabras clave



Sistema; educación a distancia; función tutorial.

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DOI: 


http://dx.doi.org/10.5944/ried.1.13.894

De la virtualización a la interactividad

De la virtualización a la interactividad

Javier Callejo

Resumen


La educación a distancia es socialmente percibida como un tipo de educación sin interactividad o, como hace la teoría, con una interactividad con particulares características. A causa de esto, el término interactividad se ha convertido en uno de los elementos centrales de la educación a distancia que, a la vez, tiene múltiples significados. Además, con el creciente uso de Internet, la propia interactividad adquiere nuevas formas. La red facilita especialmente la comunicación horizontal, entre iguales, y el uso de la imagen en los encuentros entre quienes aprenden y maestros o tutores, o sólo entre estudiantes, manteniendo la distancia. Esto abre nuevas perspectivas a la educación a distancia. Se ha encontrado que, además, las nuevas posibilidades de interactividad pueden asimismo producir una nueva etapa en el futuro de este tipo de enseñanza, un modelo capaz de integrar la industrialización y una menos masiva y más personalizada relación, construyendo una ‘comunidad académica virtual”.

Palabras clave


Interactividad; Comunicación a través de Internet; Modelo fordista; Modelo postfordista.

Texto completo:

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DOI: 

http://dx.doi.org/10.5944/ried.3.2.1971

24 de febrero de 2015

Desenho de conteúdos e-learning: quais teorias de aprendizagem podemos encontrar?

Desenho de conteúdos e-learning: quais teorias de aprendizagem podemos encontrar?


Geraldo Rocha Fernandes, Carlos Alberto Ferreira

Resumen


Este trabalho apresenta os resultados de uma pesquisa que tem como objetivo identificar as principais teorias de ensino e de aprendizagem que embasam o desenvolvimento de conteúdos para cursos e-Learning presentes em instituições portuguesas. A abordagem de investigação é do tipo quantiqualitativo, optando-se pelo estudo de caso. Os instrumentos para a coleta dos dados são a entrevista semiestruturada e a análise de documentos. As análises dos resultados apontam a existência de uma incompreensão entre teorias de ensino e teorias de aprendizagem. Entre as instituições portuguesas de produção de e-Conteúdos constata-se a inexistência de uma teoria ou modelo de aprendizagem explícito e formalmente assumido. Encontram-se elementos que evidenciam vários enfoques teóricos dentro de uma mesma instituição que ora se diz behaviorista, ora cognitivista ou construtivista. A maioria das instituições diz adotar o Construtivismo, o Desenho da Instrução, a teoria dos Estilos de Aprendizagem e a dos Objetivos de Aprendizagem para produzir e organizar e-Conteúdos.

Palabras clave


e-Learning; conteúdos; teorias de ensino e de aprendizagem.

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DOI: 


http://dx.doi.org/10.5944/ried.1.15.778

Costes y beneficios sociales de la enseñanza universitaria a distancia

Costes y beneficios sociales de la enseñanza universitaria a distancia


Chris Curran

Resumen


La mayoría de las investigaciones y publicaciones sobre costes de la educación a distancia en la universidad se han centrado en los costes soportados por las instituciones que ofertan este tipo de programas. De hecho muchas de las investigaciones se han centrado en un tópico interesante, pero relativamente reducido: la unidad de coste soportado por las universidades abiertas frente a la unidad de coste de las universidades tradicionales del mismo país. Dada la importante misión social de la mayoría de las universidades abiertas (y muchas a distancia), sorprendentemente se ha prestado poca atención al concepto más amplio de costes y beneficios sociales de la universidad a distancia. Este artículo toca algunos de estos temas: la demanda social de educación a distancia, el apoyo estatal, los costes comparativos, quién paga, los beneficios sociales y particulares de la participación en la educación a distancia, el papel de la educación a distancia en el desarrollo del capital humano, y la ‘misión social’ de esta modalidad educativa. Este artículo pretende servir para estimular el interés por el análisis de los costes y beneficios sociales y, en particular, fomentar la recopilación de datos transnacionales que apoyen una análisis comparativo profundo y más comprehensivo.

Palabras clave


Costes de la Educación a Distancia; Costes y Beneficios Sociales; Educación Universitaria.

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DOI: 


http://dx.doi.org/10.5944/ried.2.2.2075

23 de febrero de 2015

Capacitación en el uso de herramientas básicas para el desarrollo de educación continua por internet

Capacitación en el uso de herramientas básicas para el desarrollo de educación continua por internet



Nestor Fernández

Resumen


Bajo la necesidad de preparar al personal académico que participa en la planeación y desarrollo de actos académicos de la educación continua a distancia que ofrece la Universidad Nacional Autónoma de México, se realizó un taller para el uso de herramientas de software de dominio común, por medio de la Internet. Se comenta y analiza la experiencia en el proceso de planeación, ejecución y evaluación del taller con el propósito de brindar elementos de apoyo a los educadores y capacitadores interesados en desarrollar cursos, talleres o diplomados en línea. Se hace énfasis en el uso de éstas herramientas hacia la promoción del aprendizaje.

Palabras clave


Capacitación para la educación a distancia; Aprendizaje por Internet; Aprendizaje basado en Web.

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DOI:


http://dx.doi.org/10.5944/ried.6.1.1104

Virtuales demandas sobre la virtualización de la enseñanza universitaria a distancia

Virtuales demandas sobre la virtualización de la enseñanza universitaria a distancia


Javier Callejo, Juan Ramón Bautista

Resumen


Este artículo se basa fundamentalmente en la encuesta destinada a los alumnos durante el periodo de matrícula para el curso académico 2001-2002. Teniendo como base una clasificación de los alumnos, el autor establece el uso diferenciado y las expectativas que los distintos grupos tienen respecto a la virtualización.

Palabras clave


Educación a distancia; Virtualización; perfil de los alumnos; expectativas.

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DOI: http://dx.doi.org/10.5944/ried.6.2.2623

20 de febrero de 2015

Afecto e conflicto en las interacciones en ambientes virtuales de aprendizaje

Afecto e conflicto en las interacciones en ambientes virtuales de aprendizaje

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

Resumen

A interação em ambientes virtuais de aprendizagem (AVAs) é fenômeno de substancial importância para o sucesso de programas de ensino a distância. Neste artigo discutimos sobre a manifestação de afeto e conflito que permeiam as interações ocorridas em AVAs de um sistema formal de ensino superior. A partir dos diálogos desenvolvidos pelos alunos foram identificados padrões de interação que revelam manifestações de afeto positivas e/ou de conflito. Os dados coletados correspondem aos diálogos desenvolvidos entre alunos e professores em um curso superior a distância, submetidos à análise de seu conteúdo em uma abordagem interpretativista. A compreensão do afeto, do conflito e da negociação nas relações em ambientes de aprendizagem on line parecem relevantes para a construção de espaços de aprendizagem que potencializem a manifestação do afeto e a superação do conflito.

Palabras clave
Ambiente virtual de aprendizagem; educação a distância; afeto; conflito; negociação.

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DOI

Avaliação dos cursos de graduação a distância no contexto brasileiro: a excelência como garantia de padrão de qualidade

Avaliação dos cursos de graduação a distância no contexto brasileiro: a excelência como garantia de padrão de qualidade


Carla Netto, Lucia Giraffa

Resumo


Este artigo, resultado de uma tese de doutorado, investiga temas relacionados com a garantia de padrão de qualidade no processo de avaliação dos cursos de graduação na modalidade a distância, estabelecendo uma reflexão crítica entre o sistema brasileiro e o processo de acreditação internacional realizado nos Estados Unidos. O estudo consistiu numa análise qualitativa, descritiva, com estudo de caso, revisão de literatura e entrevistas com avaliadores e coordenadores de cursos de graduação na modalidade a distância (EAD) no Brasil. Os dados dos instrumentos foram analisados com base na metodologia de Análise Textual Discursiva (ATD). A pesquisa analisou o processo de avaliação dos cursos de graduação a distância nos EUA, identificando os indicadores de qualidade adotados por organismos internacionais de acreditação e, a partir da análise do processo de avaliação dos cursos de graduação a distância no Brasil, foi realizado um estudo sobre os resultados e impactos do sistema brasileiro, especialmente, dos indicadores utilizados e o grau de confiabilidade que possa surgir na relação com a avaliação da qualidade dos cursos na EAD. Como resultado dessa investigação indica-se a necessidade de estabelecer um padrão de qualidade no Brasil que tenha somente uma linha conceitual do que significa qualidade na modalidade a distância e a utilização de indicadores que possam expressar a excelência de uma graduação ofertada nessa modalidade de ensino. Essa excelência passa pela formação, experiência e conhecimento dos avaliadores e a definição de critérios e parâmetros precisos, claros e transparentes para medir a qualidade nos cursos de graduação na educação a distância. Para tanto, é necessário contar com um Banco de Avaliadores, não somente em condições de exercer sua função de maneira satisfatória, mas em número suficiente para colocar em prática o sistema de avaliação definido no Brasil.

Palavras-chave

Avaliação; qualidade em educação; qualidade em educação a distância.

Texto completo:

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DOI: http://dx.doi.org/10.5944/ried.18.1.13802

19 de febrero de 2015

Levantamento do perfil do aluno no ensino a distância: processo e aplicações

Levantamento do perfil do aluno no ensino a distância: processo e aplicações


Nelly Moulin, André Monat


Resumo


O propósito do artigo é apresentar a sistemática de levantamento do perfil sócio-cultural e educacional do aluno adotada desde a década de 80 por professores que trabalham como tutores nos cursos de pós-graduação lato sensu (especialização) a distância, no modalidade semi-presencial, da Universidade Salgado de Oliveira - UNIVERSO. Além de possibilitar a oferta de um tratamento diferenciado, ao identificar os conhecimentos já dominados pelo aluno, o perfil acadêmico permite que o ensino comece a partir desse ponto em direção a uma real ampliação de conhecimentos. Informações fornecidas pelos alunos sobre o contexto e os problemas que ocorram no âmbito profissional, também contribuem para tornar mais efetiva a ação da tutoria. O artigo descreve o modo como é feito o levantamento do perfil, os seus objetivos, e sugere diversas formas de aplicação dos dados e informações obtidas.

Palavras-chave:


Perfil sócio-cultural do aluno no ensino a distância; perfil acadêmico do aluno no ensino a distância; identificação do perfil do aluno no ensino a distância.

Texto completo:

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DOI: 


http://dx.doi.org/10.5944/ried.3.2.1976

18 de febrero 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

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

17 de febrero 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

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.

Full Text:

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DOI: 

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

16 de febrero 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

Learning communities in e-learning platforms

Learning communities in e-learning platforms


Ramón Tirado-Morueta, Ángel Hernando-Gómez

Abstract


As part of the practicum for the Social Education diploma course at the University of Huelva (Spain), a WebCT platform was used in academic year 2007-08 to support creation and development of learning communities of students engaged in online discussions to resolve the real cases they faced at their work centres. Analysing the frequency distributions and correlations in data collected via a questionnaire, the following conclusions were drawn: (a) prior training of students in the use of learning management systems for cooperative learning is a fundamental aspect to the creation of a learning community; (b) the presence of the tutor is associated with creation of an environment of trust and support within the community; (c) the sense of community among the students is associated with their participation in and commitment to the group and the social presence of the tutor. The results of this experiment serve as a point of reference for future practice and research.

Keywords


E-learning; learning management systems (LMS); practicals, interaction; learning environments; virtual communities.

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DOI: 


http://dx.doi.org/10.5944/ried.2.14.791

13 de febrero de 2015

Significant determinants of academic performance by new students enrolled in the higher distance education system of ecuador. The case of the universidad técnica particular de LOJA

Significant determinants of academic performance by new students enrolled in the higher distance education system of ecuador. The case of the universidad técnica particular de LOJA


Luis F. Moncada Mora

Abstract


In this article we report the significant determinants of academic performance of new students enrolled in the higher distance education system of Ecuador. A description and correlation of the variables was conducted to formalize the probabilistic model that confirms the positive, negative, individual and global effects.

Keywords


Academic performance; higher distance education; probabilistic model; determinants of academic performance.

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DOI: 


http://dx.doi.org/10.5944/ried.2.14.790

Quality of service in higher distance education. A perspective from Mexico

Quality of service in higher distance education. A perspective from Mexico


Elia Marúm-Espinosa

Abstract


What constitutes good education or quality service in distance higher education? It should be the same as for conventional education. The quality of institutional education does not depend on the mode of delivery; rather, it refers to the quality of the processes that are lived and learned. In Mexico the so-called “new educational providers” have yet to be regulated. Many of the so-called new providers of higher distance education are not required to obtain official recognition of studies (REVOE). While higher education teachers identify with “modern” concepts of quality, their administrators identify with “traditional” concepts of quality. The conceptions of quality of these two groups and the actions that reflect these conceptions point to divergent ways to attain good education.

Keywords


Quality education; quality of distance higher education; quality and stakeholders; faculty and quality distance learning.

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DOI: 


http://dx.doi.org/10.5944/ried.2.14.788

12 de febrero de 2015

Open learning object for teacher education oriented to develop critical thinking competencies, with emphasis on cognitive skills

Open learning object for teacher education oriented to develop critical thinking competencies, with emphasis on cognitive skills


Arturo Cruz Meléndez, Jorge Antonio Alfaro Rivera, María Soledad Ramírez Montoya

Abstract


This article discusses the findings of a research project whose key aim is to identify the objective of Open Learning Objects in teacher training that is geared towards developing critical thinking and working effectively in a knowledge-based society. This research is part of the State of Tabasco’s improvement plan for school performance in basic education. The research question is the following: “What quality criteria are required for Open Learning Objects (OBO), and how do they foster the development of critical thinking and cognitive skills?” This is a qualitative-based study that is focused on “exploratory design” and is validated by experts in learning objects. The answer is based on the results obtained from
the application of online questionnaires.

Keywords


Learning objects; Open Educational Resources (OERs); teacher training; critical thinking and cognitive skills.

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DOI: 

http://dx.doi.org/10.5944/ried.1.15.779

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).

Full Text:

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DOI:

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

11 de febrero 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

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: 

10 de febrero de 2015

Migration of the actual thing to virtual in the subject “Introduction to Computers” in Nursing Program at UCLA

Migration of the actual thing to virtual in the subject “Introduction to Computers” in Nursing Program at UCLA


Graciela Henríquez Gabante, Eunice Elena Ugel Garrido

Abstract


The dean of health sciences at Lisandro Alvarado Centroccidental University is currently developing a system in which the traditional onsite programs for medicine and nursing are being migrated to the virtual system. Professors from the course “An introduction to Computing” are also working on making curricular changes to adapt to the new system. This is being done in four stages: 1) teacher training- to manage online subjects; 2) course design changes; 3) the selection of technological tools and materials and 4) the uploading of the course to the Moodle platform, which is the virtual learning environment. The first three phases have already been completed, but the fourth stage is currently being implemented. As a result, the training received positive feedback by professors, i.e. those who took on the challenge of migrating to e-learning. However, the burden of academic work impeded the smooth transition to making this change. The technological equipment that was being used by the university governors was therefore not not fully modernized to satisfy the needs of profesors or to effectively deliver online courses.

Keywords


Technological migration; Professors; online courses; the Moodle platform.

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DOI:

http://dx.doi.org/10.5944/ried.1.15.780

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

9 de febrero de 2015

Analysis of communicative interaction of online education forum from textual discursive and didactic discursive perspectives: the local intervention articulation

Analysis of communicative interaction of online education forum from textual discursive and didactic discursive perspectives: the local intervention articulation


Lourdes Morán, Guadalupe Álvarez


Abstract



Since the 1990s, e-learning has transformed from learning models that are based on the knowledge transfer into models based on knowledge creation. This change has been facilitated by the rapid introduction of new Information and Communication Technologies (ICTs). ICTs provide a solid infrastructure for students and their tutors to interact with each another. However, not all modalities (or modes of study) can provide this type of infrastructure. One of the key elements we need to take into consideration is provided by virtual modalities, i.e. where communicative interaction is developed in online fora. The objective of this article is therefore to analyze the sequencing of online activities/tasks that are carried out by participants and to identify whether the first online task can serve as a “guide” or a “theoretical model” of subsequent online activities. Our findings show that the sequencing of online tasks is more integrated and cohesive when done consecutively than when merely based on the initial online entry.

Keywords



Information and Communication Technologies (ICTs); online interaction; IT based learning.

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DOI: 

http://dx.doi.org/10.5944/ried.1.15.777

Information society and teacher training. e-activities and collaborative learning

Information society and teacher training. e-activities and collaborative learning


Miguel Ángel Martín Sánchez, Eloy López Meneses


Abstract



In this paper, virtual education areas are depicted as new learning communities and contexts, i.e. where (human) interaction and the forging of educational relationships are possible. This does not include, however, other spatial, geographical or temporal limitations. In this study, the Internet is presented as a universal tool for both teaching staff and general users. It is used for searching for specific information, exchanging ideas, or discussing research. Within the context of this new virtual educational area, the most suitable activities are those that foster the creation of knowledge and that promote experimentation and problem solving in an individual or group context. It also refers to activities that combine students’ previous knowledge with the new contents of virtual courses. In this way, there is greater autonomous learning and problem solving of specific theoretical questions. We also examine core didactic activities that are used in virtual education areas, that is, from the view of collaborative learning.

Keywords



Education; the internet; activities; collaborative learning.

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DOI: 

http://dx.doi.org/10.5944/ried.1.15.775

6 de febrero de 2015

The pioneering experience of distance education research in the training of university library users

The pioneering experience of distance education research in the training of university library users


Luciana Pizzani, Rosemary Cristina da Silva, Denise de Cássia Moreira Zornoff, Lucas Federico Arantes

Abstract


The aim of this article is to relate our experiences of creating and implementing the first distance education course in “Database norms for scientific publications and research: a complement to educational activities for university library users”. The research was carried out by the Technical Division of Librarianship and Documentation at Universidade Estadual Paulista “Julio de Mesquita Filho” (Botucatu- Rubiã Junior campus) and the Center for Distance Health Education and Information Technology at the Botucatu Faculty of Medicine. The study was carried out from August to November 2009 using 10 different university classes. Out of the 128 enrolled students, 63% completed their studies. 37%, however, terminated their studies at various stages of the course. Despite these problems, there was positive feedback about adopting the new methodology, which subsequently led to its widespread application in the academic community. The pioneering experience of multidisciplinary teamwork places librarians as “mediators of knowledge”, thus enabling them to become part of the development of the educational process.

Keywords


Education distance; university libraries; users education.

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DOI:


http://dx.doi.org/10.5944/ried.1.15.781

Process of innovation in distance education systems management: relevance and state of the art

Process of innovation in distance education systems management: relevance and state of the art

Jonilto Costa Sousa, María de Fátima Bruno-Faria, Hermano Duarte de Almeida e Carmo


Abstract



This study intends to show the relevance of the innovation process within distance education systems by analyzing the way it has been dealt with by distance education systems researchers. By considering the studies about this theme done by Rumble (2003), Casas-Armengol (2005) and Moore and Kearsley (2008), several elements related to a distance education system and its management are discused. Beginning with Schumpeter’s arguments and working up to more recent research regarding organizational innovation, this essay pays special attention to innovation as a process and focuses on the dynamics that characterize the management of such systems. The state of the art is analyzed using articles that were published from 2005 until 2009 in the following databases: ERIC, SciELO, EBSCO, Science Direct and Wiley. Results indicate growing attention to this theme, although there is an insufficient distinction made between conceptual issues and the types of innovation which are referenced. The analysis reveals paths for future research related to the understanding of innovation in the management of distance education systems.

Keywords



Distance education; process of innovation; management of distance education systems.

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DOI: 

http://dx.doi.org/10.5944/ried.2.15.601