Método basado en Educación 4.0 para mejorar el aprendizaje: lecciones aprendidas de la COVID-19

Fidalgo-Blanco, Ángel; Séin-Echaluce, María Luisa; García-Peñalvo, Francisco José

doi:10.5944/ried.25.2.32320

Cited by 24 publications

(15 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this sense, it is possible to find varied studies that show this relationship between the formation of complex thought and issues associated with contemporary work demands. Fidalgo-Blanco et al (2022) reflect on education 4.0 in complex environments, especially as learning about the Covid-19 pandemic. García-Peñalvo et al (2024) analyze the relationship between the use of Artificial Intelligence in the training processes of universities and the need to develop critical thinking in students.…”

Section: Complex Thinking and Entrepreneurial Trainingmentioning

confidence: 99%

Desarrollo del pensamiento complejo en la formación empresarial: un enfoque de género

Alonso-Galicia,

Vázquez-Parra,

Castillo-Martínez

et al. 2024

Educ. Knowl. Soc.

View full text Add to dashboard Cite

El objetivo de este artículo es aproximarse a la percepción de los estudiantes sobre el dominio de la competencia razonamiento para la complejidad y sus subcompetencias (pensamiento científico, sistémico y crítico) en un grupo muestra de una universidad latinoamericana. La intención fue identificar si existen diferencias estadísticamente significativas en una población de hombres y mujeres en un programa de formación en emprendimiento, evaluando si el género podría ser un factor a considerar por las instituciones educativas que ofrecen estas especialidades. El presente estudio exploratorio se basa en la aplicación del instrumento validado E-Complejidad para medir la percepción de una muestra de conveniencia de 116 estudiantes de una universidad privada en México. Estadísticamente, se calculó la media general y las medias de cada ítem para la percepción de los estudiantes sobre su dominio de la competencia razonamiento para la complejidad. A partir de los resultados, podemos confirmar que no existen evidencias estadísticamente significativas que demuestren diferencias entre hombres y mujeres en sus niveles percibidos de dominio de la competencia de razonamiento complejo en general. Sin embargo, el análisis de los resultados por subcompetencias muestra una tendencia de las mujeres a tener una percepción superior a la de sus homólogos masculinos. Así, este artículo muestra la necesidad de desarrollar entornos más allá de lo académico y lo teórico, que garanticen un seguimiento real de la noción de igualdad promovida en las instituciones educativas.

show abstract

Section: Complex Thinking and Entrepreneurial Trainingmentioning

confidence: 99%

Desarrollo del pensamiento complejo en la formación empresarial: un enfoque de género

Alonso-Galicia,

Vázquez-Parra,

Castillo-Martínez

et al. 2024

Educ. Knowl. Soc.

View full text Add to dashboard Cite

show abstract

“…Education 4.0 is a new concept that has various definitions. Education 4.0, based on Industry 4.0, demands on some technology-related competencies (Fidalgo-Blanco et al, 2022; González-Pérez & Ramírez-Montoya, 2022; Katyeudo & de Souza, 2022). Education 4.0 encourages educational innovation to meet new challenges.…”

Section: Introductionmentioning

confidence: 99%

May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation

Amiruddin,

Baharuddin,

Takbir

et al. 2023

SAGE Open

View full text Add to dashboard Cite

Education 4.0 emphasizes the use of hybrid approaches in the learning process. The use of peeragogy, heutagogy, and cybergogy may engage students in the learning processes in which active learning plays a key role. This study aimed to examine the effect of the implementation of the Merdeka Curriculum on active learning practices and their relationships with hybrid activities based on hybrid learning approaches, and active learning counterparts of (1) self-regulated learning: (2) self-directed learning, and (3) self-determined learning. These relationships will be examined in Indonesian curriculum implementation in which student-centered principles are emphasized. A cross-sectional survey was conducted by collecting responses of vocational high school students on survey. The digital questionnaire was sent to 600 Indonesian students, of whom 555 completed it. The relationships among the constructs were examined using a structural equation modeling. The results showed that a curriculum emphasizing student-centered principles was fully mediated by active learning and hybrid activities to promote student self-regulated learning (SRL), self-determined learning (SDET), and self-directed learning (SDL). Active learning and hybrid activities directly affect students’ SRL, SDET, and SDL, Three counterparts of active learning that form important parts of long-life learning. This model indicates that Indonesian curriculum implementation may encourage active learning and indirectly increase learner engagement, autonomy, and metacognitive development.

show abstract

“…González-Pérez et al (2022) provide their own classification scheme of technological enablers 4.0 for open education with great value for educational communities, ministries of education and science, researchers and trainers interested in educational innovation. Fidalgo-Blanco et al (2022) also provided a structural model of education 4.0 with four components: Cloud Computing infrastructures (applied in COVID-19 confinement period), hybrid active methodologies (applicable in face-to-face, online and blended learning modes), technologies (through a technological ecosystem) and horizontal 4.0 competences.…”

Section: Introductionmentioning

confidence: 99%

Analysis of open education in Latin America in the framework of UNESCO's new recommendations

Ramírez-Montoya¹

2022

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

View full text Add to dashboard Cite

Open education presents options to support digital competences, especially in times of international recommendations and complex environments. In November 2019 UNESCO issued new recommendations to mobilize open education, around that time signs of pandemic 2019 also appeared. This article looks at the context of Latin America to analyze its open education practices in this framework, in order to locate challenges and opportunities linked to global recommendations and the link with teacher training. The method of systematic literature review (SLR) has been used, based on the identification of 253 articles on the subject of open education, in the indexing systems: Web of Science (WOS) and Scopus, from 2014 to 2019. From this base, the 15 publications of authors from Latin America were identified that constituted the basis of analysis for this SLR. Inclusion, exclusion and quality criteria were applied to obtain the most relevant information. The results show the geographical distribution of authors, the type of methodology used, practices, dimensions, cross-cutting areas, challenges and opportunities linked to recommendations. This document provides value in light of new UNESCO recommendations and pandemic times, for training environments, the location of educational innovations, and the impetus for future education and research.

show abstract

Método basado en Educación 4.0 para mejorar el aprendizaje: lecciones aprendidas de la COVID-19

Cited by 24 publications

References 21 publications

Desarrollo del pensamiento complejo en la formación empresarial: un enfoque de género

Desarrollo del pensamiento complejo en la formación empresarial: un enfoque de género

May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation

Analysis of open education in Latin America in the framework of UNESCO's new recommendations

Contact Info

Product

Resources

About