Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica

Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica

Detalles Bibliográficos
Autores principales: Araya-Muñoz, Isabel, Fonseca-Argüello, Matilde, Majano-Benavides, Jilma, Ugalde-Villalobos, María Eugenia
Formato: Online
Idioma:spa
eng
por
Publicado: Universidad Nacional, Costa Rica 2019
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221
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eng
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author Araya-Muñoz, Isabel
Fonseca-Argüello, Matilde
Majano-Benavides, Jilma
Ugalde-Villalobos, María Eugenia
spellingShingle Araya-Muñoz, Isabel
Fonseca-Argüello, Matilde
Majano-Benavides, Jilma
Ugalde-Villalobos, María Eugenia
Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica
author_facet Araya-Muñoz, Isabel
Fonseca-Argüello, Matilde
Majano-Benavides, Jilma
Ugalde-Villalobos, María Eugenia
author_sort Araya-Muñoz, Isabel
title Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica
title_short Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica
title_full Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica
title_fullStr Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica
title_full_unstemmed Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica
title_sort evaluation of the design and didactic development of three blended learning subjects. a pilot plan of the faculty of social sciences at the universidad nacional, costa rica
title_alt Evaluación del diseño y desarrollo didáctico de tres asignaturas blended learning. Plan Piloto en la Facultad de Ciencias Sociales de la Universidad Nacional, Costa Rica
Avaliação do desenho e desenvolvimento didático do tres assinaturas Blended Learning. Plano piloto na Facultade das Ciencias Sociais da Universidade Nacional, Costa Rica
publisher Universidad Nacional, Costa Rica
publishDate 2019
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221
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spelling EDUCARE92212019-08-23T22:59:08Z Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica Evaluación del diseño y desarrollo didáctico de tres asignaturas blended learning. Plan Piloto en la Facultad de Ciencias Sociales de la Universidad Nacional, Costa Rica Avaliação do desenho e desenvolvimento didático do tres assinaturas Blended Learning. Plano piloto na Facultade das Ciencias Sociais da Universidade Nacional, Costa Rica Araya-Muñoz, Isabel Fonseca-Argüello, Matilde Majano-Benavides, Jilma Ugalde-Villalobos, María Eugenia Blended learning pilot evaluation plan semi-distance learning commercial education administration didactics Blended learning evaluación plan piloto semipresencialidad educación comercial administración didáctica Aprendizagem mista avaliação do plano piloto semi-presença educação comercial administração didática This article presents the results of the exploratory pre-experimental evaluation process of design and didactic development of three subjects using the semi-distance learning model or blended learning, through a pilot application plan in bachelor’s degrees of the Faculty of Social Sciences at the Universidad Nacional de Costa Rica. First, the blended learning model was applied. Later, scientific information was collected through a survey of students, a panel discussion with teachers, and an analysis of the contents of the study programs. The results show that the interaction between students and teachers increases through their favorite activities such as forums and tasks, which strengthen the individual and collaborative work and the reflective analysis, aspects that favor building learnings. Various lines of research arise from this study; they are necessary to go in depth, specifically, in quasi-experimental studies. Some of these lines are the following: to show the assumptions of the blended learning and educational factors that favor the development of meaningful learning for the student; to determine what the cognitive processes, carried out in mixed learning environments, are; and to test the positive relationship between the student’s academic performance and the semi-distance didactics.  Este artículo presenta los resultados del proceso de evaluación exploratoria- preexperimental del diseño y el desarrollo didáctico de tres asignaturas en el modelo semipresencial blended learning, mediante una aplicación piloto en titulaciones de grado de la Facultad de Ciencias Sociales de la Universidad Nacional, Costa Rica. Se aplicó el modelo blended learning; posterior a ello se recogió información científica, mediante encuesta a discentes, grupo de discusión con el profesorado y análisis de contenido de los programas de estudio. Los resultados muestran que la interacción del estudiantado y el equipo de docentes aumenta a través de las actividades preferidas como los foros y las tareas, los cuales permiten fortalecer el trabajo individual, el colaborativo y el análisis reflexivo, aspectos que favorecen la construcción de aprendizajes. Surgen a partir de este estudio nuevos problemas de investigación que es necesario profundizar, específicamente en estudios cuasiexperimentales, entre ellos: demostrar los supuestos del blended learning y los factores didácticos que favorecen el desarrollo de aprendizajes significativos para el estudiantado; determinar cuáles son los procesos cognitivos que se realizan en entornos de aprendizaje mixto y probar la relación positiva entre el rendimiento académico estudiantil y la didáctica semipresencial. Este artigo apresenta os resultados do processo de avaliação exploratória quase-experimentais do projeto e desenvolvimento didático de três disciplinas no modelo de blended learning a aprendizagem combinada, através de uma aplicação piloto em licenciatura da Faculdade de Ciências Sociais da Universidade Nacional, Costa Rica. O modelo de aprendizagem combinada o blended learning foi aplicado; mas depois disso, a informação científica foi coletada através de uma pesquisa de estudantes e um grupo de discussão com professores e análise de conteúdo dos programas de estudo. Os resultados mostram que a interação dentre eles estudantes e professores aumenta através das atividades de escolha, como Fóruns e Tarefas, que permitem fortalecer o trabalho individual, análise colaborativa e reflexiva, aspectos que favorecem o desenvolvimento da aprendizagem significativa. A partir deste estudo surgem várias linhas de pesquisa que precisam ser exploradas, especificamente em estudos quase-experimentais, dentre elas: demonstrar os pressupostos da aprendizagem combinada e os fatores didáticos que favorecem o desenvolvimento de aprendizado significativo para o aluno; para determinar quais são os processos cognitivos que se realizam em ambientes de aprendizagem mista e para provar a relação positiva entre o desempenho acadêmico do aluno e o semipresencial didático. Universidad Nacional, Costa Rica 2019-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221 10.15359/ree.23-1.6 Revista Electrónica Educare; Vol. 23 No. 1 (2019): Revista Electrónica Educare (January-April); 1-16 Revista Electrónica Educare; Vol. 23 Núm. 1 (2019): Revista Electrónica Educare (enero-abril); 1-16 Revista Electrónica Educare; v. 23 n. 1 (2019): Revista Electrónica Educare (Janeiro-Abril); 1-16 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221/14183 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221/14184 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221/14185 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221/14186 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221/14187 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221/14188 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9221/15400 Copyright (c) 2018 Revista Electrónica Educare

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