Potenciar la autonomía mediante la retroalimentación: propuestas para el aprendizaje híbrido en la educación superior

Abstract

Este manual, Producto Intelectual 1, ha sido elaborado en el ámbito del proyecto BLEARN AUTONOMY (Ref. 2020-1-ES01-KA203-082513) y ha sido financiado por la Asociación Estratégica Erasmus+ de la Comisión Europea. Esta publicación es responsabilidad exclusiva de sus autoras. La Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.

The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

“…A questionnaire was developed and used within the project, explained in detail by Cea et al [28]. The database from BLEARN AUTONOMY questionnaire [37] is retrieved and scratched here to obtain insights regarding the posed research questions.…”

“…The European Commission itself has developed the European Digital Competence Framework for Citizens, which presents an updated list of twenty-one competences and is divided into five dimensions (see Table 1): information and data literacy, communication and collaboration, digital content creation, security, and problem solving [26,27]. Additionally, learners become more autonomous in a digital context if they take better advantage of virtual learning environments; when they are able to select valid, reliable, and secure information from different digital resources; and when they adapt and interact with flexibility through digital devices [28]. The key ideas of this path intend to deepen the transformative role change of learners and teachers and the kind of strategies both should use to approach a context in which self-regulation is prioritised through enhanced feedback in a digital context.…”

“…The project tried out innovative digital strategies in a collaborative and cross-curricular manner in higher education. Some of the main goals of the project aimed to improve feedback from teachers to students, to foster collaborative teaching between institutions, and to develop coherent institutional blended learning policies [28]. Two guiding handbooks resulted from this work: the Handbook for leaders in higher education: Developing and designing institutional policies for digitally enhanced (hybrid/blended) teaching and learning [36] and the Manual for higher education teachers [28].…”

“…Some of the main goals of the project aimed to improve feedback from teachers to students, to foster collaborative teaching between institutions, and to develop coherent institutional blended learning policies [28]. Two guiding handbooks resulted from this work: the Handbook for leaders in higher education: Developing and designing institutional policies for digitally enhanced (hybrid/blended) teaching and learning [36] and the Manual for higher education teachers [28]. A third intellectual output consisted of the development of a digital platform for collaborative teaching across higher education institutions, mainly used by the project participants.…”

El impacto de la enseñanza híbrida en la adquisición de habilidades técnicas en estudiantes de ingeniería: Un estudio longitudinal

“…Por consiguiente, la integración de Tecnologías para el Aprendizaje y el Conocimiento (TAC) en talleres híbridos en docentes de ingeniería ha demostrado potenciar la autonomía estudiantil a través de la retroalimentación efectiva [3]. Estudios previos han revelado que la eficacia de la enseñanza superior en línea en América Latina es prometedora, pero aún requiere una revisión sistemática para identificar sus alcances y desafíos [4].…”