Formación de maestros y educación a distancia. Impacto y perspectivas

Díaz, Alexis Vladimir Pinilla

doi:10.17227/01212494.16pys61.70

Cited by 2 publications

(2 citation statements)

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“…The use of the technologies of the time (radio, television, correspondence) for the provision of university programs entirely at a distance was made by private and Catholic universities. The Open University Program of the Pontificia Universidad Javeriana (1974), the Center for Non-School Education (CED) of the Universidad Santo Tomás and the Universidad of la Sabana (1975) were supported by the Distance Professionalization Program at the Universidad de San Buenaventura in Bogotá (1977) (Pinilla Diaz, 2001. In 1975, the Universidad de la Sabana created the Institute of Distance Education by offering undergraduate programs that combined face-to-face meetings with distance learning activities (Salazar & Melo, 2013).…”

Section: S-2000s: Educational Television and Radio Produce Distance Educationmentioning

confidence: 99%

“…In 1975, the Universidad de la Sabana created the Institute of Distance Education by offering undergraduate programs that combined face-to-face meetings with distance learning activities (Salazar & Melo, 2013). Through television and correspondence, the Ponfificia Universidad Javeriana offered continuing education programs for teachers and undergraduates from 1982 onwards (Pinilla Diaz, 2001). The other public institution that promoted distance higher education was the National Learning Service (SENA), created in 1957 and until today the main institution of this level of education.…”

Section: S-2000s: Educational Television and Radio Produce Distance Educationmentioning

confidence: 99%

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El vortex de programas online en la formación de profesores en Colombia

Pineda

Celis

2018

EPAA

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The replacement of direct human interaction by the computer connected to the internet is one of the most radical reforms in the history of education. In the first part, we show chronologically how–unlike correspondence, radio and television–the internet is the only technology that has sought to replace human interaction in teacher education training in Colombia. By consulting databases, we describe the institutionalization of online programs in terms of a maelstrom with problems and tensions that occur while growing exponentially to represent 18.3% and 33.8% of the offer in higher education and educational sciences in Colombia. In a second part, we compared the experience of 1,206 teachers who study postgraduate teacher training programs in Bogotá in both online and face-to-face modes through a student survey and a writing test. The results indicate lower weighted performances in the theoretical content and work volume among those who study their programs in the online modality, as well as a lower but statistically non-significant mean in teachers enrolled in online programs. The history and problems encountered in the importation of curricular models entirely based on the internet warrants being studied empirically in the teacher training programs to determine their educational effects.

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Section: S-2000s: Educational Television and Radio Produce Distance Educationmentioning

confidence: 99%

Section: S-2000s: Educational Television and Radio Produce Distance Educationmentioning

confidence: 99%