El auge del aprendizaje universitario ubicuo. Uso de las tabletas en la apropiación del conocimiento

Abstract

El artículo se propone abordar las nuevas formas de aprendizaje ubicuo con las tabletas en el ámbito universitario actual. Vincular las tabletas a la universidad con la comunidad educativa, es una de las exigencias metodológicas activas que el alumnado requiere para explorar algunos de los cambios que los nuevos contextos en la formación del estudiante universitario, así como la forma en que éstas impactan en el pensamiento y el aprendizaje, encaminadas a partir de la respuesta que brinda a las demandas y necesidades que se presentan en el ámbito académico. A través del diseño de investigación descriptivo, con un enfoque mixto, se analiza una muestra de 213 estudiantes de dos universidades, integrando las técnicas cualitativas (directivos) y cuantitativas. Para la validación de la encuesta, se utilizó la técnica de expertos, seleccionados mediante el procedimiento de «Coeficiente K». El análisis del cuestionario se hizo a través de la prueba de Cronbach, siendo significativa con 0,897 de grado de fiabilidad. Los resultados señalaron que existe un desconocimiento sobre su función pedagógica, poca valoración y preparación para emplearla en el aprendizaje y para cambiar las prácticas formativas tradicionales. Además, una oportunidad de aprovechar estos dispositivos es poder articular conocimientos académicos, científicos y tecnológicos, con las diferentes realidades que germinan en el contexto universitario. Se concluye que el uso de las tabletas es un campo de investigación y práctica educativa en auge por las tecnologías, por lo que se hace necesario conocer su potencial en la apropiación del conocimiento en la educación y el aprendizaje significativo. This article aims to address the new forms of ubiquitous learning with tablets in current university environments. Bringing tablets into the university educational community is one of the methodological demands that students require in order to explore some of the changes in the new contexts which define university students’ education. Besides, it is also necessary to shed light on the impact of tablets on the thinking and learning processes which academic contexts aim to activate in students. Through a descriptive research design, with a mixed-method approach, a sample of 210 students from two universities is analyzed, integrating qualitative (managing staff) and quantitative techniques. To validate the survey, the technique of experts’ opinions was applied—the experts were selected through the "Coefficient K" procedure. The analysis of the questionnaire was done through a Cronbach test and the degree of reliability obtained was significant (0,897). The results reveal a certain resistance to change traditional teacher training practices, a poor perception of the educational potential of tablets and a lack of knowledge about their pedagogical role. A clear possibility to take advantage of these devices consists of articulating academic, scientific and technological knowledge based on the different realities which emerge from university contexts. The present article concludes by stating that the use of tablets is a research strand which is booming due to new technologies and, therefore, it seems necessary to raise awareness of its great potential when it comes to the articulation of knowledge and the implementation of meaningful learning.

Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

“…It has changed the classroom interaction and communication between students as well as collaborative work [71]. At the same time, it has become highly adequate for ubiquitous teaching [13]. The formal object encompasses the combination of web-based tools with other open educational resources (OER), which altogether contribute to enlarging the availability of the so-called e-textbooks [14], necessary for the blended learning models implemented at these teaching units.…”

“…It has changed the classroom interaction and communication between students as well as collaborative work [71]. At the same time, it has become highly adequate for ubiquitous teaching [13]. The collection of web-based problems and exercises has increased the OER available to learners and has been conceived for a multitasking purpose: autonomous learning, selfcorrection, flipped teaching, peer assessment and guided study.…”

“…The debate is even more complex about the advantages and disadvantages, benefits and weaknesses of the use of digital resources in higher education. Considering that electronic resources have undergone a transformation in university teaching and management [12,13]. These include learning management systems, mobile devices, and multimedia and interactive digital resources [14][15][16].…”

Challenges and Experiences of Online Evaluation in Courses of Civil Engineering During the Lockdown Motivated by the COVID-19 Crisis

“…Nevertheless, the lecturers were finally who had to take the decision on how to specifically implement online teaching, turning their traditional teaching strategies into online learning by incorporating new tools, such as video calls or screencast videos, and implementing new forms of interaction with the students by using virtual forums or online group tutorials. Thus, the digital tablet has proven to be a valuable tool for teaching and interacting with learners [7][8][9]. These decisions responded to many factors, such on the inclusion process in Higher Education, understood as the ongoing and transformative process of improving education systems to meet all learners' needs, especially those in low-achieving students or with low-income families [24][25][26].…”

Un Modelo Para Aprendizaje Autónomo De Problemas Elusivos De Cálculo De Estructuras Mediante Técnicas Web

“…El debate es todavía más abierto sobre las ventajas y desventajas, beneficios y debilidades del empleo de recursos digitales en la educación universitaria. Es indudable que los recursos electrónicos han operado una transformación en la docencia universitaria (Bulman y Fairlie, 2016; Espinel et al, 2019). Estos comprenden las plataformas digitales de gestión del aprendizaje (Learning Management Systems), los dispositivos móviles y los recursos digitales multimedia e interactivos (Dutkiewicz et al, 2016;Mynbayeva et al, 2018).…”