Modelos de aprendizaje-enseñanza virtual en la República Dominicana. El caso de la asignatura “Redacción Castellana”
Date
Authors
Subject
virtualidad
aprendizaje
enseñanza
modelos aprendizaje
redacción castellana
virtuality
learning
teaching
learning models
Spanish Writing
aprendizaje
enseñanza
modelos aprendizaje
redacción castellana
virtuality
learning
teaching
learning models
Spanish Writing
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
La investigación se propone comprender el significado de utilizar los diferentes modelos de aprendizaje en la docencia virtual, a partir de la experiencia práctica en la asignatura “Redacción Castellana”. Expone algunas de las metodologías utilizadas en la docencia virtual de la República Dominicana y enfatiza sobre las condiciones que requiere el aprendizaje virtual para ser eficaz, así como en los estándares profesionales que se le exigen al gestor e-learning GP-eL para que pueda concebir un curso virtual de calidad. El estudio emplea la observación participante, la recopilación de información a través de diversas fuentes bibliográficas relacionadas con el objeto de la investigación, el diálogo con 160 estudiantes de la materia de Redacción Castellana (matriculados en diversas carreras tecnológicas matriculados en uno de los centros de educación superior de Santo Domingo), el análisis cualitativo y la comparación de los resultados alcanzados en sus evaluaciones, durante tres semestres de los cursos 2019-2020 y 2020-2021; todo lo cual ha permitido construir el corpus teórico y metodológico para articular, comprender e interpretar la información. El estudio concluye que la docencia virtual requiere del empleo de los distintos modelos de aprendizaje-enseñanza, los cuales contribuyen a que el educando se convierta en el centro del proceso de enseñanza-aprendizaje, desarrolle su pensamiento crítico y reflexivo, construya saberes e incremente el liderazgo, mediante el trabajo colaborativo, aspectos que dinamizan e incentivan el aprendizaje. A la vez, evidencia que ha crecido la demanda de la docencia virtual en República Dominicana, como resultado de las potencialidades que ofrece y la adaptación de las generaciones actuales al uso de las nuevas tecnologías.
The research aims to understand the significance of using different learning models in virtual teaching, based on practical experience in the “Castilian Writing” course. It presents some of the methodologies used in virtual teaching in the Dominican Republic and emphasizes the conditions required for virtual learning to be effective, as well as the professional standards expected of the e-learning manager to design a quality virtual course. The study employs participant observation, the collection of information from various bibliographic sources related to the research object, dialogue with 160 students of the Castilian Writing course (enrolled in various technological programs at one of the higher education institutions in Santo Domingo”), qualitative analysis, and comparison of the results achieved in their evaluations over three semesters of the 2019-2020 and 2020-2021 academic years. This has allowed the construction of the theoretical and methodological corpus to articulate, understand, and interpret the information. The study concludes that virtual teaching requires the use of different learning-teaching models, which contribute to making the learner the center of the teaching-learning process, developing their critical and reflective thinking, building knowledge, and increasing leadership through collaborative work, aspects that energize and incentivize learning. Additionally, it shows that the demand for virtual teaching in the Dominican Republic has grown due to the potential it offers and the adaptation of current generations to the use of new technologies.
The research aims to understand the significance of using different learning models in virtual teaching, based on practical experience in the “Castilian Writing” course. It presents some of the methodologies used in virtual teaching in the Dominican Republic and emphasizes the conditions required for virtual learning to be effective, as well as the professional standards expected of the e-learning manager to design a quality virtual course. The study employs participant observation, the collection of information from various bibliographic sources related to the research object, dialogue with 160 students of the Castilian Writing course (enrolled in various technological programs at one of the higher education institutions in Santo Domingo”), qualitative analysis, and comparison of the results achieved in their evaluations over three semesters of the 2019-2020 and 2020-2021 academic years. This has allowed the construction of the theoretical and methodological corpus to articulate, understand, and interpret the information. The study concludes that virtual teaching requires the use of different learning-teaching models, which contribute to making the learner the center of the teaching-learning process, developing their critical and reflective thinking, building knowledge, and increasing leadership through collaborative work, aspects that energize and incentivize learning. Additionally, it shows that the demand for virtual teaching in the Dominican Republic has grown due to the potential it offers and the adaptation of current generations to the use of new technologies.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artículos evaluados por pares
info:eu-repo/semantics/publishedVersion
Artículos evaluados por pares
Source
Science and Society; Vol. 49 No. 3 (2024): Science and Society; 127-141
Ciencia y Sociedad; Vol. 49 Núm. 3 (2024): Ciencia y Sociedad; 127-141
2613-8751
0378-7680
10.22206/cys.2024.v49i3
Ciencia y Sociedad; Vol. 49 Núm. 3 (2024): Ciencia y Sociedad; 127-141
2613-8751
0378-7680
10.22206/cys.2024.v49i3