Revista de educación a distancia 2015, N. 45

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https://hdl.handle.net/10201/47004

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Browsing Revista de educación a distancia 2015, N. 45 by Subject "E-learning"

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    Construcción de conocimiento en educación virtual: Nuevos roles, nuevos cambios
    (Universidad de Murcia, Servicio de Publicaciones, 2015) Manzuoli, Cristina; Escofet Roig, Anna
    This paper presents the results of a study that analyzes the perceptions of teachers facing their role in digital teaching and learning environments in Colombia, South America. The study was carried out in two Higher Education institutions that offer undergraduate programs in virtual mode. The research used qualitative and quantitative techniques by conducting focus groups and observation of virtual classrooms. A survey was also conducted among teachers with more than six-month experience in the modality. The results suggest that the teacher role by the student and the communication between students are scarce, and that difficulties in the interaction do not allow a true collaborative focused on the construction of knowledge.
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    Evaluación de un curso de postgrado administrado bajo la modalidad E-learning desde la perspectiva del aprendizaje socializado
    (Universidad de Murcia, Servicio de Publicaciones, 2015) Dávila, Alirio; Ruiz Bolívar, Carlos
    The purpose of this evaluative study was to promote the achievement of the competency of managing courses in a virtual learning environment. The educational experience was developed during the period of May to July, 2014; it was a 12-weeks long program in which theoretical and practical academic activities took placed, in a virtual classroom designed in Moodle platform, at a public university in Barquisimeto city (Venezuela). The results indicate that: (a) students learned about instructional design, academic management and theories and concepts; (b) 94% of them felt that their satisfaction level with the learning achieved was between the categories of "Completely satisfied" (76%) and "Fairly satisfied" (18%); (c) 59% self-assessed their learning performance as "Excellent"; while 35% considered it as "Good"; (d) the most valued aspects of the course were: the quality of tutor, interaction, content and assessment rubrics; (e) 94% prefer e-learning for future formation; (f) the course was rated "excellent" by 76% of participants and "Good" by 24%; and (g) there was a wide acceptance of techno-socio-constructivist pedagogical model being used.