Opiniones de estudiantes de un posgrado en educación sobre la movilidad virtual
Date
Subject
aprendizaje en línea
curso post universitario
formación de docentes
movilidad estudiantil
movilidad virtual
online learning
post-university course
teacher training
student mobility
virtual mobility
curso post universitario
formación de docentes
movilidad estudiantil
movilidad virtual
online learning
post-university course
teacher training
student mobility
virtual mobility
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
La movilidad estudiantil reporta múltiples ventajas para el alumnado participante. Derivado de la pandemia de COVID-19, recientemente dichas estancias tuvieron que realizarse virtualmente. Considerando la particularidad de estas experiencias, el objetivo del estudio fue describir las opiniones del alumnado de un posgrado en educación sobre su participación en la movilidad virtual. Se siguió una metodología cuantitativa, usando la técnica de encuesta y un instrumento de preguntas abiertas. Las opiniones recabadas correspondieron a cuatro rubros: a) logros, b) dificultades y retos, c) trabajo con el co-tutor y d) experiencia general. Se encontró que la movilidad virtual cumplió con las expectativas de la mayoría del alumnado quienes obtuvieron logros académicos, profesionales y personales. La comunicación fue el reto más reportado y la figura del tutor resultó relevante para el éxito de la estancia. Se discuten beneficios y dificultades asociados con la movilidad virtual, y se concluye su relevancia en la formación docente.
Student mobility has multiple advantages for participating students. As a result of the COVID-19 pandemic, these stays recently had to be carried out virtually. Considering the particularity of these experiences, the aim of the study was to describe the opinions of students of a postgraduate degree in education about their participation in virtual mobility. A quantitative methodology was followed using the survey technique and an open-ended question instrument. The opinions collected correspond to four categories: a) achievements, b) difficulties and challenges, c) work with the co-tutor and d) general experience. It was found that virtual mobility met the expectations of the majority of students who obtained academic, professional and personal achievements. Communication was the most reported challenge and the figure of the tutor was relevant for the success of the stay. The benefits and difficulties associated with virtual mobility are discussed, and its relevance in teacher training is concluded.
Student mobility has multiple advantages for participating students. As a result of the COVID-19 pandemic, these stays recently had to be carried out virtually. Considering the particularity of these experiences, the aim of the study was to describe the opinions of students of a postgraduate degree in education about their participation in virtual mobility. A quantitative methodology was followed using the survey technique and an open-ended question instrument. The opinions collected correspond to four categories: a) achievements, b) difficulties and challenges, c) work with the co-tutor and d) general experience. It was found that virtual mobility met the expectations of the majority of students who obtained academic, professional and personal achievements. Communication was the most reported challenge and the figure of the tutor was relevant for the success of the stay. The benefits and difficulties associated with virtual mobility are discussed, and its relevance in teacher training is concluded.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 8 No. 3 (2024): Science and Education; 23-37
Ciencia y Educación; Vol. 8 Núm. 3 (2024): Ciencia y Educación; 23-37
2613-8808
2613-8794
10.22206/cyed.2024.v8i3
Ciencia y Educación; Vol. 8 Núm. 3 (2024): Ciencia y Educación; 23-37
2613-8808
2613-8794
10.22206/cyed.2024.v8i3