Las buenas prácticas docentes en la educación virtual universitaria

Rodríguez, Rodrigo Durán; Estay-Niculcar, Christian A.

doi:10.4995/redu.2016.5905

Cited by 22 publications

(10 citation statements)

References 19 publications

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“…Aunado a lo anterior, se reconoce que el actuar pedagógico parte de una relación proactiva entre los actores educativos de diferentes disciplinas; pero, para que se dé este tipo de dinámica se requiere de iniciativa directiva que norme o legitime espacios de aprendizaje profesional, con el objetivo de moldear buenas prácticas educativas para la innovación permanente en la didácticapedagógica (Castillo-Cedeño et al, 2016;Durán Rodríguez y Estay-Niculcar, 2016).…”

Section: Consideraciones De Rolunclassified

Proceso profesionalizante: Una intervención en enseñanza superior

Camacho-Javier

Castillo

2022

Rev. Electr. Educare

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Introducción. En México es palpable la falta de convergencia educativa en la enseñanza superior, con un avance desigual en la formación por competencias, sobre todo al sur del país. Se considera que el personal docente es el eje principal en el desarrollo de la calidad educativa. El propósito de esta investigación es conocer cómo se asume un proceso profesionalizante que busca el desarrollo de las competencias docentes aplicado a un grupo de maestros y maestras de una institución pública de nivel superior ubicada al sur del país. Metodología. Se realizó una investigación-acción colaborativa y participativa longitudinal de tipo exploratoria-descriptiva. Se diseñó un proceso profesionalizante y se aplicó en una de las divisiones académicas más pobladas de la institución educativa (IE) sujeto/objeto de estudio. Esta fue desarrollada en un período de año y medio con un grupo de docentes seleccionado por conveniencia y con roles intercambiables. Resultados. A través de indicadores cualitativos y cuantitativos, se muestra el involucramiento del personal docente en el proceso profesionalizante. Estos indicadores son: participación voluntaria; reconocimientos; difusión de la actuación académica; evidencias de la enseñanza aprendizaje por competencias; interacción didáctico-pedagógica y la teoría en la práctica. Discusión. Se destaca la importancia de una gestión educativa con liderazgo proactivo que practique un currículo más cohesionado hacia un trabajo interdisciplinar y transdisciplinar, en procura de una gestión socialmente responsable. Finalmente, la investigación acción colaborativa y participativa guía hacia un saber-puente para el desarrollo de las competencias docentes; sin embargo, se requiere la continuidad de este proceso para innovar en la educación superior.

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Section: Consideraciones De Rolunclassified

Proceso profesionalizante: Una intervención en enseñanza superior

Camacho-Javier

Castillo

2022

Rev. Electr. Educare

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“…En otro estudio sobre buenas prácticas docentes en la educación virtual universitaria, Rodríguez y Niculcar (2016) proponen una guía para favorecer cambios permanentes en la personalidad y en la conducta de los profesores que imparten educación en línea, y estructuran su modelo en tres momentos que toda buena práctica docente debe considerar:…”

Section: Buenas Prácticas Docentes En Los Momentos De Enseñanzaunclassified

Teaching models on good teaching practices in virtual classrooms

Salazar

Marfileño²

2021

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The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.

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“…In 2015, the EACEA awarded this proposal, E-Lengua (2015E-Lengua ( -2018, an Erasmus+ project (in this case in the Strategic Partnerships modality, also in KA2) to conduct an analysis, in association with leading European universities in teaching their own languages (and the participation of Cairo University), on the subject of which would be the best teaching methods using ICT in an innovative way, with the final purpose of gathering the best results in an extensive repository of best practices (FOCO) (cf. Coffield and Edward 2009;Durán Rodríguez and Estay-Niculcar 2016). Born with the promise to last and become continually enriched, this repository was conceived as a collaborative venture of the universities that have fostered it and refers to the initial group of languages (Spanish, English, Italian, French, Portuguese and Arabic), but leaving room for the participation of other institutions and for the inclusion of best practices associated with other languages.…”

Section: Capacity Building Strategic Partnerships and Teaching Innovmentioning

confidence: 99%

Applicability of ICT-supported language teaching in contexts of social integration and international cooperation

Alonso

Samy

2018

CLAC

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This paper offers two examples of the applicability of ICT-supported language teaching in two different contexts: social integration and international cooperation. A search for methodologically innovative approaches in this field inspires a series of collaborative international projects involving Egypt and several European countries. The introduction of best practices in this field brings an improvement in the language teaching and learning process in Egyptian universities, as well as meaningful insights on the advantages and shortcomings of the different options available. ICT facilitates the creation of open access materials available to disadvantaged groups (refugees or immigrants) that are outside conventional educational contexts but need tools and resources for a fast acquisition of foreign languages. An example of these tools is the development of a new multilingual smartphone app based on communication needs. The app is currently being developed within an international consortium including 6 European and 6 Egyptian universities. Another example of interesting use of ICT-based methodologies is the MOOC-based teaching and learning of languages at Cairo University, an experience resulting from the collaboration with the European Universities that are partners in different international projects.

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Las buenas prácticas docentes en la educación virtual universitaria

Cited by 22 publications

References 19 publications

Proceso profesionalizante: Una intervención en enseñanza superior

Proceso profesionalizante: Una intervención en enseñanza superior

Teaching models on good teaching practices in virtual classrooms

Applicability of ICT-supported language teaching in contexts of social integration and international cooperation

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