Senses, practices, and regulations associated with the inclusion of complementary virtual classrooms in FACSO (UNICEN)
In this work we analyze the practices and meanings built by teachers who work with complementary virtual classrooms at the Faculty of Social Sciences (UNICEN). The research methodology is qualitative, and the data collection techniques are observation inside the virtual campus and the analysis of wr...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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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/32117 |
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| Sumario: | In this work we analyze the practices and meanings built by teachers who work with complementary virtual classrooms at the Faculty of Social Sciences (UNICEN). The research methodology is qualitative, and the data collection techniques are observation inside the virtual campus and the analysis of written participations in a training course. In the results, we present practices carried out in virtual environments and the meanings constructed by professionals regarding teaching and learning in the virtual modality, to later link these results to the analysis of the regulatory frameworks of the teaching activity. In the conclusions, we propose to rethink the conditions of teaching work in the context of technological convergence and the possibilities to guarantee quality education without damaging labor rights. |
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