Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class
The purpose of this article is to examine the transition from a face-to-face learning modality to a blended learning modality experienced by a course on Methodology of Economics, at the Faculty of Economic Sciences, National University of Córdoba. An institutional model is used as a theoretical fram...
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/32120 |
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I10-R10-article-321202021-09-21T18:32:21Z Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class Cambios en la modalidad de enseñanza en el marco de un modelo institucional. El caso de Metodología de la Economía Perona , Eugenia Cuttica, Mariela blended learning, agency-structure institutional model, economic sciences, educational technology semipresencialidad, modelo institucional agencia-estructura, ciencias económicas, tecnología educativa The purpose of this article is to examine the transition from a face-to-face learning modality to a blended learning modality experienced by a course on Methodology of Economics, at the Faculty of Economic Sciences, National University of Córdoba. An institutional model is used as a theoretical framework; such model explains the existing interrelation between standards that regulate the teaching and learning processes on the one hand, and the students and instructors’ practices on the other hand. A quantitative analysis shows that the blended learning option yields better results in terms of student performance. This is explained by various qualitative factors, such as emphasis on skills acquisition, continuous and individualized support to students, and an emphasis on the development of scientific writing abilities. In addition, this article shows how the change in the learning modality affects the structure of rights, tasks, duties, and privileges of the actors involved in the learning process. En el presente artículo se examina la transformación en la modalidad de enseñanza-aprendizaje de la materia Metodología de la Economía, de presencial a semipresencial, en el ámbito de la Facultad de Ciencias Económicas de la Universidad Nacional de Córdoba. Se utiliza como marco teórico un modelo institucionalista, que permite comprender la interrelación existente entre las normas que regulan la enseñanza-aprendizaje y las prácticas de docentes y estudiantes. Un análisis cuantitativo muestra que la modalidad semipresencial arroja resultados superiores. En términos cualitativos, esto se explica por distintos factores, como un énfasis en la adquisición de habilidades, un acompañamiento personalizado y continuo, y un estímulo al desarrollo de habilidades de redacción científica. Adicionalmente, se plantea cómo el cambio de modalidad incide en la estructura de derechos, tareas, obligaciones y privilegios de los actores involucrados en el proceso. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2021-02-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/vesc/article/view/32120 Virtuality, Education and Science; Vol. 12 No. 22; 103-118 Virtualidad, Educación y Ciencia; Vol. 12 Núm. 22; 103-118 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/32120/32963 https://revistas.unc.edu.ar/index.php/vesc/article/view/32120/32964 Derechos de autor 2021 Eugenia Perona , Mariela Cuttica https://creativecommons.org/licenses/by-nc/4.0 |
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Universidad Nacional de Córdoba |
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R-10 |
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Revistas de la UNC |
| language |
Español |
| format |
Artículo revista |
| topic |
blended learning, agency-structure institutional model, economic sciences, educational technology semipresencialidad, modelo institucional agencia-estructura, ciencias económicas, tecnología educativa |
| spellingShingle |
blended learning, agency-structure institutional model, economic sciences, educational technology semipresencialidad, modelo institucional agencia-estructura, ciencias económicas, tecnología educativa Perona , Eugenia Cuttica, Mariela Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class |
| topic_facet |
blended learning, agency-structure institutional model, economic sciences, educational technology semipresencialidad, modelo institucional agencia-estructura, ciencias económicas, tecnología educativa |
| author |
Perona , Eugenia Cuttica, Mariela |
| author_facet |
Perona , Eugenia Cuttica, Mariela |
| author_sort |
Perona , Eugenia |
| title |
Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class |
| title_short |
Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class |
| title_full |
Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class |
| title_fullStr |
Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class |
| title_full_unstemmed |
Changes in the teaching and learning modality within the framework of an institutional model. The case of the Methodology of Economics class |
| title_sort |
changes in the teaching and learning modality within the framework of an institutional model. the case of the methodology of economics class |
| description |
The purpose of this article is to examine the transition from a face-to-face learning modality to a blended learning modality experienced by a course on Methodology of Economics, at the Faculty of Economic Sciences, National University of Córdoba. An institutional model is used as a theoretical framework; such model explains the existing interrelation between standards that regulate the teaching and learning processes on the one hand, and the students and instructors’ practices on the other hand. A quantitative analysis shows that the blended learning option yields better results in terms of student performance. This is explained by various qualitative factors, such as emphasis on skills acquisition, continuous and individualized support to students, and an emphasis on the development of scientific writing abilities. In addition, this article shows how the change in the learning modality affects the structure of rights, tasks, duties, and privileges of the actors involved in the learning process. |
| publisher |
Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/vesc/article/view/32120 |
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