Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching

dc.contributorAwad Aubad, Gabriel
dc.contributorVelásquez Henao, Juan David
dc.creatorIbarra Vargas, Sara Beatriz
dc.date.accessioned2022-08-18T16:38:11Z
dc.date.accessioned2022-09-21T17:02:54Z
dc.date.available2022-08-18T16:38:11Z
dc.date.available2022-09-21T17:02:54Z
dc.date.created2022-08-18T16:38:11Z
dc.date.issued2022-04
dc.identifierhttps://repositorio.unal.edu.co/handle/unal/81951
dc.identifierUniversidad Nacional de Colombia
dc.identifierRepositorio Institucional Universidad Nacional de Colombia
dc.identifierhttps://repositorio.unal.edu.co/
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3397531
dc.description.abstractLa educación superior enfrenta actualmente el desafío de responder a las necesidades de un educando que debe poder formarse en cualquier lugar, en cualquier momento. La literatura científica lleva años presentando al aprendizaje híbrido como alternativa para enfrentar este desafío. Esta tesis representa un esfuerzo por concretar dicha oportunidad. El objetivo general propuesto es una metodología para el diseño de cursos híbridos en educación superior, con aplicación al área de ciencias de la computación, que considere elementos para la evaluación y permitan el contraste con otras estructuras de enseñanza Este objetivo se cumplió a través de cuatro aportes: (i) una revisión sistemática de literatura científica que analiza la evolución del Blended Learning en los últimos 10 años, (ii) el planteamiento conceptual de un modelo de Blended Learning desde la perspectiva docente (Blended Teaching), (iii) la formulación de un modelo para el diseño de un curso de la modalidad Blended Teaching en educación superior y (iv) una matriz para valorar la configuración instruccional de un curso de esquema híbrido. Para su desarrollo se utilizó un estudio de caso único que permitió evaluar y mejorar en la práctica el trabajo desarrollado. Los resultados de este ejercicio permitieron confirmar la importancia de las Comunidades de Investigación (CoI) en la configuración de estrategias de enseñanza híbrida, así como parámetros asociados a la calidad educativa: motivar la construcción colectiva del conocimiento, el trabajo entre pares, la investigación y el sentido de presencialidad docente a través de la realimentación constante del proceso formativo. (texto tomado de la fuente)
dc.description.abstractHigher education now faces the challenge of responding to the needs of an educator who must be able to train anywhere, at any time. The scientific literature has for years presented hybrid learning as an alternative to face this challenge. This thesis represents an effort to realize this opportunity. The general objective proposed is a methodology for the design of hybrid courses in higher education, with application to the area of computer science, which considers elements for evaluation and allow the contrast with other teaching structures. This objective was achieved through four contributions: (i) a systematic review of scientific literature that analyzes the evolution of Blended Learning in the last 10 years, (ii) the conceptual approach of a Blended Learning model from a teaching perspective (Blended Teaching), (iii) the formulation of a model for the design of a course of the modality Blended Teaching in higher education and (iv) a matrix to assess the instructional configuration of a course of hybrid scheme. A unique case study was used to evaluate and improve the work carried out. The results of this exercise confirmed the importance of the Community of Inquiry (CoI) in the configuration of hybrid teaching strategies, as well as parameters associated with educational quality: motivate the collective construction of knowledge, peer work, research, and the sense of teaching presence through constant feedback of the training process.
dc.languagespa
dc.publisherUniversidad Nacional de Colombia
dc.publisherMedellín - Minas - Doctorado en Ingeniería - Sistemas
dc.publisherDepartamento de la Computación y la Decisión
dc.publisherFacultad de Minas
dc.publisherMedellín
dc.publisherUniversidad Nacional de Colombia - Sede Medellín
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dc.rightsAtribución-NoComercial 4.0 Internacional
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.titleAproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching
dc.typeTesis


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