Blended learning: new challenges for good education
This research is framed in a full virtual institutional context due to the COVID-19 lockdown, andin a curricular change scenario. In this teaching context, we had to approach the student’s realitywhich was going through multiple changes. In that framework, students had a high level of digitalknowled...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Facultad de Ciencias Económicas de la Universidad Nacional del Nordeste - UNNE
2024
|
| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/rfce/article/view/7576 |
| Aporte de: |
| id |
I48-R154-article-7576 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional del Nordeste |
| institution_str |
I-48 |
| repository_str |
R-154 |
| container_title_str |
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) |
| language |
Español |
| format |
Artículo revista |
| topic |
technological tools teaching practice meaningful learning blended learning herramientas tecnológicas práctica docente aprendizaje significativo enseñanza combinada |
| spellingShingle |
technological tools teaching practice meaningful learning blended learning herramientas tecnológicas práctica docente aprendizaje significativo enseñanza combinada Rozenblum, Karin Lorena Ayala Marinych, María Hortensia Anzola, Ayelén Blended learning: new challenges for good education |
| topic_facet |
technological tools teaching practice meaningful learning blended learning herramientas tecnológicas práctica docente aprendizaje significativo enseñanza combinada |
| author |
Rozenblum, Karin Lorena Ayala Marinych, María Hortensia Anzola, Ayelén |
| author_facet |
Rozenblum, Karin Lorena Ayala Marinych, María Hortensia Anzola, Ayelén |
| author_sort |
Rozenblum, Karin Lorena |
| title |
Blended learning: new challenges for good education |
| title_short |
Blended learning: new challenges for good education |
| title_full |
Blended learning: new challenges for good education |
| title_fullStr |
Blended learning: new challenges for good education |
| title_full_unstemmed |
Blended learning: new challenges for good education |
| title_sort |
blended learning: new challenges for good education |
| description |
This research is framed in a full virtual institutional context due to the COVID-19 lockdown, andin a curricular change scenario. In this teaching context, we had to approach the student’s realitywhich was going through multiple changes. In that framework, students had a high level of digitalknowledge and lack of university experience. Therefore, the question was: How do we implementa meaningful learning method that allows us to bring these two extremes together? Beingaware that answering this question is the new challenge of good teaching, we have developedthis article to show the results obtained from our experience in the virtual teaching of Public Lawduring the year 2020, in the Promotional Regime, in the careers of Public Accountant, Bachelorin Administration and Bachelor in Economics, at the School of Economic Sciences from the Universidad Nacional del Nordeste, Argentina. This study dates from the first pandemic year, when we observed that the student’s environment defied the objective of achieving significant learning. Due to the impossibility of developing face-to-face classes, virtual classes, also called remote face-to-face classes in this work, was implemented exclusively. This was a new experience that made us rethink the practices developed in teaching, to stand up for a constructivist pedagogical perspective of learning and to understand that technological tools were not only means to an end, but contexts that were facilitating the teaching-learning processes. Finally, we will demonstrate that, in this context, pedagogical mediation is the key to achieve a propriate educational design so is the element that provides dynamic tools within the teaching function. |
| publisher |
Facultad de Ciencias Económicas de la Universidad Nacional del Nordeste - UNNE |
| publishDate |
2024 |
| url |
https://revistas.unne.edu.ar/index.php/rfce/article/view/7576 |
| work_keys_str_mv |
AT rozenblumkarinlorena blendedlearningnewchallengesforgoodeducation AT ayalamarinychmariahortensia blendedlearningnewchallengesforgoodeducation AT anzolaayelen blendedlearningnewchallengesforgoodeducation AT rozenblumkarinlorena educacioncombinadanuevosretosdelabuenaensenanza AT ayalamarinychmariahortensia educacioncombinadanuevosretosdelabuenaensenanza AT anzolaayelen educacioncombinadanuevosretosdelabuenaensenanza |
| first_indexed |
2024-08-21T22:36:22Z |
| last_indexed |
2024-08-21T22:36:22Z |
| _version_ |
1808038397204234240 |
| spelling |
I48-R154-article-75762024-06-18T13:00:30Z Blended learning: new challenges for good education Educación combinada: nuevos retos de la buena enseñanza Rozenblum, Karin Lorena Ayala Marinych, María Hortensia Anzola, Ayelén technological tools teaching practice meaningful learning blended learning herramientas tecnológicas práctica docente aprendizaje significativo enseñanza combinada This research is framed in a full virtual institutional context due to the COVID-19 lockdown, andin a curricular change scenario. In this teaching context, we had to approach the student’s realitywhich was going through multiple changes. In that framework, students had a high level of digitalknowledge and lack of university experience. Therefore, the question was: How do we implementa meaningful learning method that allows us to bring these two extremes together? Beingaware that answering this question is the new challenge of good teaching, we have developedthis article to show the results obtained from our experience in the virtual teaching of Public Lawduring the year 2020, in the Promotional Regime, in the careers of Public Accountant, Bachelorin Administration and Bachelor in Economics, at the School of Economic Sciences from the Universidad Nacional del Nordeste, Argentina. This study dates from the first pandemic year, when we observed that the student’s environment defied the objective of achieving significant learning. Due to the impossibility of developing face-to-face classes, virtual classes, also called remote face-to-face classes in this work, was implemented exclusively. This was a new experience that made us rethink the practices developed in teaching, to stand up for a constructivist pedagogical perspective of learning and to understand that technological tools were not only means to an end, but contexts that were facilitating the teaching-learning processes. Finally, we will demonstrate that, in this context, pedagogical mediation is the key to achieve a propriate educational design so is the element that provides dynamic tools within the teaching function. El presente trabajo científico se enmarca, por un lado, en una situación institucional de plena virtualidad, debido a la declarada pandemia por COVID-19, y al cambio curricular planteado desde el 2018; y, por el otro, en la realidad del alumnado que enfrenta tales modificaciones con altos conocimientos digitales y poca experiencia universitaria. En virtud de ello, el problema que se ha planteado recae sobre la siguiente pregunta: ¿Cómo implementar un método de aprendizaje significativo que permita cohesionar estos dos extremos? Bajo la convicción de que la respuesta a esta pregunta es el nuevo reto de la buena enseñanza, hemos desarrollado este a partir de la práctica docente en la asignatura Derecho Público bajo la modalidad virtual, durante el año 2020, en el Régimen Promocional, de las carreras de Contador Público, Licenciatura en Administración y Licenciatura en Economía, de la Facultad de Ciencias Económicas de la Universidad Nacional del Nordeste, Argentina. Este estudio, empírico y dogmático, data del primer año de pandemia, durante el cual observamos que el entorno en el que se encontraba el alumno desafiaba el objetivo de lograr un aprendizaje significativo en este contexto. Dada la imposibilidad de desarrollar las clases de forma presencial, se implementó en exclusiva la virtualidad, también llamada en este trabajo presencialidad remota. Esta fue una nueva experiencia que nos llevó a repensar las prácticas desarrolladas en el dictado de la asignatura y a abogar tanto por una perspectiva pedagógica constructivista del aprendizaje, como por la concepción de que las herramientas tecnológicas no son sólo medios para un fin, sino contextos que facilitan los procesos de enseñanza aprendizaje. Sobre el final de la investigación demostraremos que, en este contexto, la mediación pedagógica es la clave en el diseño educativo y es el elemento que proporciona herramientas dinámicas a la función docente. Facultad de Ciencias Económicas de la Universidad Nacional del Nordeste - UNNE 2024-06-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unne.edu.ar/index.php/rfce/article/view/7576 10.30972/rfce.3217576 Revista de la Facultad de Ciencias Económicas; Vol. 32 Núm. 1 (2024); 99-120 1668-6357 1668-6365 spa https://revistas.unne.edu.ar/index.php/rfce/article/view/7576/7029 http://creativecommons.org/licenses/by-nc-sa/4.0 |