Análisis del proceso metodológico en programas de educación superior en modalidad virtual

Abstract

El propósito de este artículo consiste en identificar las características metodológicas de los programas virtuales de educación superior en instituciones colombianas. Este objetivo se deriva de la carencia de lineamientos acerca de cómo implementar procesos de educación virtual a nivel de pregrado y posgrado en un país en vía de desarrollo como Colombia. Para lograr este objetivo, se llevó a cabo una investigación de enfoque cualitativo en una muestra a propósito de 10 instituciones de educación superior en Colombia, las cuales tienen una oferta importante de programas de pregrado y posgrado para la modalidad virtualidad. Como resultados se reflejan modelos educativos que se transforman en torno a la realidad educativa y a las formas de concebir, planear, implementar y evaluar desde estrategias y alternativas metodológicas que conllevan al acceso, la permanencia y la democratización de la educación en miras a la calidad y la inclusión digital. The purpose of this article is to identify the methodological characteristics of virtual higher education programs in Colombian institutions. This objective is derived from the lack of guidelines on how to implement virtual education processes at the undergraduate and graduate levels in a developing country like Colombia. To achieve this objective, a qualitative approach research was carried out in a sample of 10 higher education institutions in Colombia, which have an important offer of undergraduate and graduate programs for the virtual modality. The results reflect educational models that are transformed around the educational reality and the ways of conceiving, planning, implementing and evaluating from strategies and methodological alternatives that lead to access, permanence and democratization of education in view of quality and digital inclusion.

Teacher’s perspective in a challenging pandemic scenario

“…Online teaching requires specific preparation of the teacher who, in addition to handling virtual tools and ICT, must develop a pedagogical model that is different from face-to-face teaching (Díaz-Guillen et al, 2021). The outbreak of the pandemic made it necessary to adopt rapid measures in a short-term time horizon, which also introduced unavoidable errors in the approach, which must be different for virtual teaching.…”

“…The move to online teaching, forced by the circumstances arising from the pandemic, obviated the lengthy processes of training, redesign of subjects and infrastructures required by e-learning (González-Calvo et al, 2020). The methodological characteristics of virtual education differ from face-to-face education, so institutions must approach both modalities with different pedagogical strategies (Díaz-Guillen et al, 2021).…”

“…Before continuing, we must clarify what is meant by distance learning, online learning, or e-learning (equivalent terms in the scientific literature). We could say that we are dealing with teaching that takes place outside the classroom, supported using ICT, which attributes greater autonomy and give priority to the student and which allows for more flexible time management adapted to each situation (Vlachopoulos and Makri, 2019;Díaz-Guillen et al, 2021). This teaching modality requires certain key competences for its correct development; in the words of Marciniak (2015) pedagogical, technical, and didactic, to which Cabero-Almenara and Llorente-Cejudo (2020) add affective, emotional, and social; or those identified by Garrison and Anderson (2010): cognitive, social, and teaching.…”

Student commitment to technology in times of COVID–19: public universities in southern Peru during the bicentenary of independence

“…For instance, Cáceres Pinaloza has argued that the population is used to in-person classes and the shift away from this format causes fear and frustration among students and teachers (Cáceres, 2020). Other researchers (Colomina Álvarez et al, 2005), (Jordan et al, 2021) have found that education in many countries is not working as well as usual due to the emergence of a digital divide in terms of access to the internet and digital media, even though higher education has a recent history of undergoing digital transformation and facilitating access to techno-pedagogy (Díaz Guillen et al, 2021) Studies on academic engagement at universities have shown commitment and outcomes can be sustained as challenges arise (Horstmanshof & Zimitat, 2007), insofar as responsible decision making can overcome environmental and motivational problems, (McInnis, 2001) including the online learning necessitated by the Covid-19 pandemic. Governments around the world have closed schools and universities, resulting in the large-scale assumption of commitments to technology by educators and educated (Al-Karaki et al, 2021).…”

El engagement en la educación virtual

“…Diversos estudios se publicaron en el último año referentes a la educación en tiempos de la pandemia Covid-19. Cáceres-Piñaloza (2020) argumenta la importancia de los espacios afectivos; Kem-Mekah (2020), Jordan y col. (2020), Lin y Reigeluth (2020) y Hernández-Ramos, Martínez-Abad y Sánchez-Prieto (2021) transmiten sus experiencias a partir de la interactividad con los recursos educativos digitales; otras investigaciones establecen los desafíos educativos actuales ante la Covid-19 (BAPTISTA LUCIO; ALMAZÁN ZIMERMAN y LOEZA ALTAMIRANO, 2020; MIGUEL, 2020; FLO-RES NESSI; MELÉNDEZ MORA y BAPTISTA MONTERO, 2020; VELÁSQUEZ, 2020; JIMÉNEZ y RUIZ, 2021) mientras que diversos autores exponen las principales preocupaciones motivacionales de los matriculados en cursos virtuales (DÍAZ GUILLEN y col., 2018;OJEDA;ORTEGA y BOOM, 2020;VALDIVIESO;BURBANO y BURBANO, 2020;GONZÁLEZ, 2020). Coherente con estas últimas investigaciones, se aborda la relación entre el rendimiento académico, engagement y el estrés causado por el confinamiento que viven la mayoría de las personas (ÁLVAREZ-HERRERO y HERNÁN- DEZ ORTEGA, 2020;HERNÁNDEZ, 2020;MAHDY, 2020;VALDIVIESO;BURBANO y BURBANO, 2020;SANTIAGO y col., 2021).…”