Tranformaciones en la universidad hoy: integración de modalidades formativas

Abstract

The introduction and intensive use of ICTs, and the internet in particular, have led to important changes at universities over the last three decades. Technologies have transformed people's skills and lives and they have transformed organizations too. This article reviews the most important changes at universities that have affected all the members of the education community: students, faculty and administration. It analyses the transformations in pedagogy, in the use of technology and in university management and administration in order to highlight the importance of finding the necessary balance between accessibility, quality and cost of university education. The transformations resulting from the impact of the Information Society have brought about a change in the focus for the university dynamic, which has moved from what should be taught or transmitted to stressing the skill of how to learn. This has led to the rise of new university models involving hybridization that blends on-campus and online. These models are transforming universities as we know them.

Digital Teaching Competence of University Teachers: A Systematic Review of the Literature

“…In fact, there is no single model that can be used definitively in training, either for university classes or for educators. Higher education institutions are faced with new hybrid models, which integrate face-to-face and virtual classes thanks to the possibilities technology offers [65]. This became even more evident in this first half of 2020, due, unfortunately, to the Covid-19 health pandemic.…”

The Most Waited Engagement in Higher Education: Teachers and Students’ Committed With E-Learning

“…the non-significant direct effect of instructor quality and system quality on continuance commitment), one possible explanation might be the transcendental change in the educational paradigm, especially reflected in e-learning education. Teachers have to manage the design of their courses and are in charge of monitoring the learning process, but they play the role of facilitators rather than authorities (Duart and Mengual-Andrés, 2015). These results reinforce the need for a new conceptualization of the figure of the teacher in the e-learning context (McConnell, 2018), as neither students nor teachers found that their continuance commitment was significantly influenced by the perceived quality of the instructor.…”

“…There is a consensus among scholars over the need to combine technological progress with learning models of proven utility to each educational community and society (Barajas, 2002;Duart and Mengual-Andrés, 2015). E-learning success often depends on the implementation of a pedagogical model that is focused on matching the objectives and the necessities of both students and teachers (Bartolomé and Aiello, 2006;Lee, et al, 2009), rather than seeking to cultivate other institutional interests.…”

“…Internet, electronic devices, and online communities have changed the organization and promotion of education programs and have created formerly unthinkable learning opportunities. These particular initiatives have provoked changes in technology and its application in higher educational institutions, the dynamics of their organizational structures, and even the educational paradigm (Duart and Mengual-Andrés, 2015;Jamlan, 2004;Moreira, 2012). E-learning has transformed the situation and created a new model to access higher education programs.…”

Evaluación y coevaluación de aprendizajes en blended learning en educación superior

“…La integración y uso intensivo de tecnologías digitales, en particular basadas en la web están transformando las universidades en todo el mundo (Duart & Mengual, 2015;Boelens et al, 2018;Dziuban, et al, 2018). Las institucio-nes de educación superior han incorporado las plataformas tecnológicas ricas en medios para la evaluación, así como los "cursos personalizados o adaptativos y las herramientas de conferencia web, capaces de conectar a los estudiantes para actividades a distancia sincrónicas, se están convirtiendo en soluciones comunes para los diseños de aprendizaje blended learning (BL)" (Alexander et al, 2019, p. 12), pues la tecnología tiene el potencial de aumentar el acceso a la educación, mejorar las experiencias de aprendizaje y reducir el costo de proporcionar educación postsecundaria de alta calidad (Protopsaltis & Baum, 2019).…”