School engagement is a key factor in maintaining school attendance and in diminishing dropout rates. In this study, four dimensions that compose school engagement—cognitive, affective, behavioral, and agentic—were evaluated with a self-report questionnaire (Veiga, 2013), and comparisons between rural and urban schools were made. A total of 802 seventh-graders (51.2% boys and 48.8% girls), the majority of the studied children were between the ages of 12 and 13 (71.7%), attending public schools in Colombia, responded the questionnaire. The research responds to the need to examine engagement in developing countries. Findings indicate that the cognitive and agentic dimensions obtained the lowest means. This result suggests that students should engage in activities that help them recognize their metacognitive abilities and strengthen their classroom participation. Each of the four identified dimensions is analyzed, and strategies are proposed for developing them appropriately.
Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.
ResumenEl presente artículo expone los resultados de un estudio que tuvo como propósito analizar las percepciones de los profesores frente a su rol en entornos digitales de enseñanza y aprendizaje en Colombia, Suramérica, realizado en dos instituciones de educación superior que ofrecen programas de pregrado en modalidad virtual. La investigación empleó técnicas cualitativas y cuantitativas mediante la realización de grupos focales y observación de aulas virtuales, también se realizó una encuesta a docentes con experiencia en la modalidad de más de seis meses. Los resultados sugieren que el acompañamiento del profesor y la comunicación entre estudiantes son escasos, así como dificultades en la interacción que no permiten un verdadero trabajo colaborativo que esté enfocado a la construcción de conocimiento. Palabras claves Construcción de conocimiento, E-learning, Educación virtual, Rol del tutor, Rol del estudiante AbstractThis paper presents the results of a study that analyzes the perceptions of teachers facing their role in digital teaching and learning environments in Colombia, South America. The study was carried out in two Higher Education institutions that offer undergraduate programs in virtual mode. The research used qualitative and quantitative techniques by conducting focus groups and observation of virtual classrooms. A survey was also conducted among teachers with more than six-month experience in the modality. The results suggest that the teacher role by the student and the communication between students are scarce, and that difficulties in the interaction do not allow a true collaborative focused on the construction of knowledge. Key wordsKnowledge construction, E-Learning, Virtual education, Tutor's role, Student´s role IntroducciónTanto en la modalidad presencial como en la virtual la finalidad es la construcción de conocimiento por parte de los estudiantes. Diferentes estudios (Sorathia y Servidio, 2012;Naykii, et al, 2008;Barbera, 2006) han profundizado en el tema de la elaboración de conocimiento por parte de los aprendices, los hallazgos principalmente han estado enfocados a la importancia de la interacción y la realimentación en ambientes virtuales de aprendizaje. Los RED -Revista de Educación a Distancia. 45(5). 15
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