Publication: Implementación y evaluación de webs didácticas para la docencia universitaria presencial
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Date
2013-07-22
Authors
García Sánchez, Francisco Alberto ; Mirete Ruiz, Ana Belén ; Maquilón Sánchez, Javier Jerónimo
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info:eu-repo/semantics/article
Description
Abstract
Este trabajo es el resultado de un proyecto de innovación docente que es continuación de otros realizados exitosamente en cursos anteriores. Esta experiencia de innovación educativa, realizada para el desarrollo del Campus Virtual de la Universidad de Murcia, ha consistido en el diseño de Webs didácticas para la docencia, teniendo en cuenta unos criterios didácticos, técnicos y pedagógicos preestablecidos, que ha concluido con la implementación real con asignaturas y la evaluación de las mismas por parte del profesorado y estudiantes.Los participantes en el proyecto han sido catorce profesores y cuatro estudiantes/colaboradores vinculados a la Facultad de Educación de la Universidad de Murcia. Todos han participado en la implementación de las webs didácticas en diecisiete asignaturas, impartidas a veinte grupos de estudiantes de seis titulaciones diferentes, lo que da un total de seiscientos treinta y nueve estudiantes.Los resultados se presentan desde la perspectiva del profesorado, que evalúa las webs positivamente, ya que ha fomentado su independencia, autonomía y capacidad de autogestión de la docencia; y desde la perspectiva de los estudiantes, que en términos globales las valoran como muy útiles y válidas para la autorregulación de sus aprendizajes.
This paper presents a teaching innovation project which has followed others successfully conducted in the past. This project dealt with the development of the online campus of the University of Murcia, Spain. More specifically, we designed didactic websites bearing in mind preset teaching, technical and pedagogical criteria, and implemented them in the teaching and assessment of different subjects. Fourteen teachers and four students from the Faculty of Education at the University of Murcia (Spain) collaborated in this study. Didactic websites were used in 17 subjects taught in 21 classes in six undergraduate courses. Overall, 639 students benefited from the use of didactic websites. Results showed that teachers assessed didactic websites positively because these fostered independence, autonomy and self-management in teaching, while students regarded didactic websites as useful and suitable instruments for self-regulation of their learning processes.
This paper presents a teaching innovation project which has followed others successfully conducted in the past. This project dealt with the development of the online campus of the University of Murcia, Spain. More specifically, we designed didactic websites bearing in mind preset teaching, technical and pedagogical criteria, and implemented them in the teaching and assessment of different subjects. Fourteen teachers and four students from the Faculty of Education at the University of Murcia (Spain) collaborated in this study. Didactic websites were used in 17 subjects taught in 21 classes in six undergraduate courses. Overall, 639 students benefited from the use of didactic websites. Results showed that teachers assessed didactic websites positively because these fostered independence, autonomy and self-management in teaching, while students regarded didactic websites as useful and suitable instruments for self-regulation of their learning processes.
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