Orientación y acción tutorial en la universidad: aportes desde el aprendizaje–servicio / Guidance and tutorial action in higher education: the contribution of service-learning

Amundarain, Monike Gezuraga; Liévano, Beatriz Malik

doi:10.5944/reop.vol.26.num.2.2015.15213

Cited by 17 publications

(9 citation statements)

References 16 publications

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“…Para lograr los propósitos recién mencionados, se han incluido las tutorías en esta asignatura, ya que éstas ofrecerían orden y estructura al aprendizaje en el marco del ApS (Jouannet et al, 2012), cumplirían un papel importante, para revisar las cuestiones éticas involucradas en la relación interventor-usuario/a (Gezuraga Amundarain & Malik Liévano, 2015). Por su parte, Díaz Camazón & Morrison (2016) plantean que permitirían analizar lo que se ha hecho en la práctica, enfatizando que sean los/as propios/as estudiantes productores/as del aprendizaje.…”

Section: Fundamentos Teóricos De La Asignatura Prácticas Profesionalesunclassified

Tutorías virtuales postpandemia: implicancias en los aprendizajes de estudiantes de terapia ocupacional que cursan sus prácticas profesionales

Núñez

Hernández

Díaz

et al. 2023

Cad. Bras. Ter. Ocup.

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Resumen Introducción Los efectos de la virtualización en los aprendizajes de los/as estudiantes de la educación superior son aún inciertos, durante el año 2022 se retoman las actividades presenciales y otras se mantienen en el formato on-line. Estas últimas son objeto de este estudio. Objetivo Identificar los alcances y desafíos de las tutorías virtuales sincrónicas, realizadas en periodo postpandemia, a partir de la experiencia y opinión de docentes y estudiantes de terapia ocupacional de una universidad chilena. Metodología Metodología de carácter mixto, a través de un grupo focal con 11 docentes y por medio de un cuestionario contestado por 76 estudiantes. Se realiza análisis del contenido temático de los datos cualitativos y estadística descriptiva los datos cuantitativos. Para la integración de la información producida se utiliza la triangulación de datos. Resultados Las tutorías virtuales sincrónicas son útiles para la adquisición de varios aprendizajes como la capacidad de articular la teoría con la práctica, siendo un espacio que favorece la contención emocional, ofrece apoyo mutuo a los/as estudiantes y permite el desarrollo de un pensamiento social, reflexivo y situado. Simultáneamente, los hallazgos dan cuenta de la preferencia por parte de los/as estudiantes por el aprendizaje individual por sobre la necesidad de producir aprendizajes y conocimientos de manera colaborativa en tiempos postpandemia. Conclusiones Se sugiere contar en las tutorías virtuales sincrónicas con un importante número y variedad de metodologías y que éstas consideren los contextos en los que se realiza la práctica profesional.

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Section: Fundamentos Teóricos De La Asignatura Prácticas Profesionalesunclassified

Tutorías virtuales postpandemia: implicancias en los aprendizajes de estudiantes de terapia ocupacional que cursan sus prácticas profesionales

Núñez

Hernández

Díaz

et al. 2023

Cad. Bras. Ter. Ocup.

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“…To achieve the aforementioned purposes, tutorials have been included in this subject since they would offer order and structure to learning within the ApS reference (Jouannet et al, 2012) and they would play an important role in reviewing the ethical issues involved in the intervener-patient relationship (Gezuraga Amundarain & Malik Liévano, 2015). On the other hand, Díaz Camazón & Morrison (2016) propose that they would allow analyzing what has been done in practice, emphasizing that the students are the producers of learning.…”

Section: Theoretical Foundations Of the Subject Professional Practicesmentioning

confidence: 99%

Postpandemic virtual tutorials: implications for the learning of occupational therapy students who are doing their professional practices

Núñez

Hernández

Díaz

et al. 2023

Cad. Bras. Ter. Ocup.

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Introduction The effects of virtualization on the learning of higher education students are still uncertain, during the year 2022 face-to-face activities returned and others remained in the online format. The latter is the subject of this study. Objective To identify the scope and challenges of synchronous virtual tutorials, carried out in the post-pandemic period, based on the experience and the opinion of occupational therapy professors, and students from a Chilean university. Methodology A mixed methodology is used; information is produced through a focus group with 11 professors and through a questionnaire answered by 76 students. Analysis of the thematic content of the qualitative data and descriptive statistics of the quantitative data is carried out. For the integration of the information produced, data triangulation is used. Results Synchronous virtual tutorials are useful for the acquisition of various types of learning such as the ability to articulate theory with practice. They are space that favors emotional support, offers mutual support to students, and allows the development of social thinking, reflection, and situated. Simultaneously, the findings show the preference by the students for individual learning over the need to produce learning and knowledge collaboratively in post-pandemic times. Conclusions It is suggested to have a significant number and variety of methodologies in synchronous virtual tutorials and that these consider the contexts in which professional practice is carried out.

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“…Our results are consistent with some findings in earlier studies, where it states "…the core of higher education and particularly elite higher education remains solidly rooted in standard work arrangements (traditional teacher-student relationships, teaching methods, and professorial control of curriculum)" (Carnoy, 2004: 11). The European Higher Education Area (EHEA) considers tutoring one of the keystones of the Bologna Process, one of the incidence factors of the university quality (Gezuraga and Malik, 2015;Martínez Clares et al, 2019;Prieto, 2015). Paradoxically, its theoretical importance is not valued by the students.…”

Section: Descriptive Analysismentioning

confidence: 99%

Attitudes of university students towards traditional face-to-face learning systems and learning with ICT

Ferrero

Sainz

2023

E-Learning and Digital Media

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Information and Communication Technologies (ICTs) have generated a global revolution and forced to rethink and redefine basic paradigms of the teaching learning process such as where and how does learning happen? How to develop new study environments? And what role must teachers play? Literature shows that in education ICTs facilitate efficient and effective access to digital information; that those students may become more focused and capable of self-pace learning; generate a creative learning environment; ease and promote collaborative learning …. We present the results of the research developed in 2019 at the University of the Basque Country where active methodologies and ICTs support are used to turn students into protagonists of their learning process. Analyzing students’ perception and attitude towards ICTs, related to traditional learning and digital learning, we conclude that students consider and use ICTs as a complement to transmission model. However, we strongly believe that the knowledge society requires a model that takes into account the principles of the constructivism learning theory. Students must develop a more independent attitude towards teachers and face-to-face (F2F) learning, as well as critical skills to evaluate the data offered by the Internet.

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Orientación y acción tutorial en la universidad: aportes desde el aprendizaje–servicio / Guidance and tutorial action in higher education: the contribution of service-learning

Cited by 17 publications

References 16 publications

Tutorías virtuales postpandemia: implicancias en los aprendizajes de estudiantes de terapia ocupacional que cursan sus prácticas profesionales

Tutorías virtuales postpandemia: implicancias en los aprendizajes de estudiantes de terapia ocupacional que cursan sus prácticas profesionales

Postpandemic virtual tutorials: implications for the learning of occupational therapy students who are doing their professional practices

Attitudes of university students towards traditional face-to-face learning systems and learning with ICT

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