Use of activities and materials by teachers of virtual education programs and at a distance in economics
DOI:
https://doi.org/10.18050/RevUCVHACER.v12n1a10Keywords:
Aprendizaje y enseñanza, TIC en educación, Educación virtual, Educación a distancia, Conocimientos del profesorAbstract
This paper analyzes trends in the use of materials by teachers in virtual and distance education. These are located in concepts of the teacher's work, focusing on the activities and resources used by teachers. These aspects were characterized in an online questionnaire, to which 108 teachers of virtual and distance education programs between 25 and 67 years old, with an average age of 41 years, responded. According to the exploratory factor analysis, the aspects investigated were grouped into four components: problem solving, web surfing, exposing grounded positions and collective work results. These aspects are discussed and the need to relate them in future research with the teacher's activity and the students' preferences in the
use of resources is highlighted.
Keywords: learning and teaching, ICT in education, virtual education, distance education, teacher's
knowledge, teacher's knowledge.
References
Arias, J.D., Cárdenas, C. y Estupiñán, F. (2003). Aprendizaje cooperativo. Universidad Pedagógica Nacional.
Arias-Velandia, N., Rincón-Báez, W. U. y Cruz-Pulido, J. M. (2018). Desempeño de mujeres y hombres en educación superior presencial, virtual ya distancia en Colombia. Panorama, 12(22), 57-69. https://journal.poligran.edu.co/index.php/panorama/article/view/1142
Bain, K. (2012). Popular teachers and great ones. REDU. Revista de Docencia Universitaria, 10(1), 11-14. https://polipapers.upv.es/index.php/REDU/article/view/6119
Blackman, S. (2011). Study examines Harvard’s academic gender gap. U.S. News & World Report, L.P. https://www.usnews.com/education/blogs/mba-admissions-strictly-business/2011/05/06/study-examines-harvards-academic-gender-gap
Chevallard, Y. (1998). La transposición didáctica: del saber sabio al saber enseñado. Aique.
Chiappe-Laverde, A. (2012). La transposición didáctica como concepto clave para las prácticas pedagógicas mediadas por las TIC: el caso de los objetos de aprendizaje móviles. https://www.researchgate.net/publication/235724856_La_Transposicion_Didactica_como_concepto_clave_para_las_Practicas_Pedagogicas_mediadas_por_las_TICel_caso_de_los_Objetos_de_Aprendizaje_Moviles
Cuenca, A. (2016). Desigualdad de oportunidades en Colombia: impacto del origen social sobre el desempeño académico y los ingresos de graduados universitarios. Estudios Pedagógicos (Valdivia),42(2), 69-93. https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052016000200005
Feist, G. J. (1991). Synthetic and analytic thought: Similarities and differences among art and science students. Creativity Research Journal, 4(2), 145-155. https://www.tandfonline.com/doi/epdf/10.1080/10400419109534382?needAccess=true
Galanek, J.D., y Gierdowski, D.C. (2019). ECAR Study of Faculty and Information Technology, 2019. Research report, ECAR.
Garritz, A. (2013). PCK for dummies. Educación Química, 24(2), 462-465. https://www.elsevier.es/es-revista-educacion-quimica-78-articulo-pck-for-dummies-S0187893X13725126
Herrera, R. (2007). Sistema y lo sistémico en el pensamiento contemporáneo. Ingeniería. Revista de la Universidad de Costa Rica, 17(2), 11-26. https://revistas.ucr.ac.cr/index.php/ingenieria/article/view/7745/7409
Islas Torres, C. (2019). Los ecosistemas de aprendizaje y estudiantes universitarios: una propuesta de abordaje sistémico. Revista de psicología y ciencias del comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales,10(2), 172-186. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2007-18332019000200172
Johnson, D. W., Johnson, R. T. y Holubec, E. J. (1999). El aprendizaje cooperativo en el aula. Paidós.
Jörg, T. (2009). Thinking in complexity about learning and education: A programmatic view. Complicity: An international journal of complexity and education, 6(1). https://journals.library.ualberta.ca/complicity/index.php/complicity/article/view/8800
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators.ICT integrated teacher education: A resource book, 2-7. https://www.cemca.org/ckfinder/userfiles/files/ICT%20teacher%20education%20Module%201%20Final_May%2020.pdf
Loyens, S. M., Magda, J. y Rikers, R. M. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427. https://link.springer.com/article/10.1007/s10648-008-9082-7
Luft J.A. y Zhang, Ch. (2014). The Pedagogical Content Knowledge and beliefs of newly hired secondary science teachers: the first three years. Educación Química, 25(3), 325-331. https://www.sciencedirect.com/science/article/pii/S0187893X14705488
Mayordomo Saiz, R. M. y Onrubia, J. (2016). El aprendizaje cooperativo. Editorial Universitat Oberta de Catalunya (UOC).
Morgan, P. L., Farkas, G., Hillemeier, M. M. y Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18-35. https://journals.sagepub.com/doi/full/10.3102/0013189X16633182
Noroozi, O., Kirschner, P. A., Biemans, H. J. y Mulder, M. (2018). Promoting argumentation competence: Extending from first-to second-order scaffolding through adaptive fading. Educational Psychology Review,30(1), 153-176. https://eric.ed.gov/?id=EJ1170244
OECD (2020). Remote online exams in higher education during the COVID-19 crisis. OECD Policy Brief.
Paul, R. y Elder, L. (2019). The miniature guide to critical thinking concepts and tools. Rowman & Littlefield.
Ramírez Torrado, C. (2014). Factores asociados al desempeño académico según nivel de formación pregrado y género de los estudiantes de educación superior Colombia. Revista Colombiana de Educación, 66, 201-222. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-39162014000100009
Rincón-Báez, W. U., Arias-Velandia, N., Becerra Plaza, G. E., & Durán Becerra, E. (2018). Inteligencia de datos en la formación en administración y negocios en Colombia. Institución Universitaria Politécnico Grancolombiano / Asociación Colombiana de Facultades de Administración, ASCOLFA.
Sánchez Torres, F. J. (2009). Deserción en educación superior: determinantes y recomendaciones de política. Notas de Política, Universidad de Los Andes, Bogotá, Colombia. https://repositorio.uniandes.edu.co/handle/1992/8804
Savani, K., Stephens, N. M. y Markus, H. R. (2017). Choice as an engine of analytic thought. Journal of Experimental Psychology: General, 146(9), 1234–1246. https://doi.org/10.1037/xge0000351
Schwartz, P. (2013). Problem-based learning. Routledge.
Shulman, L. S. Foreword. En J. Gess-Newsome y N.G. Lederman (eds.). (1999), Examining Pedagogical Content Knowledge. The Construct and its Implications for Science Education. Kluwer Academic Publishers. https://link.springer.com/book/10.1007/0-306-47217-1
Vandenbroeck, M., Urban, M., y Peeters, J. (2016). Pathways to professionalism in early childhood education and care. Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 UCV Hacer
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
