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Formación de formadores en Blended Learning
dc.contributor.advisor | Briceño Pineda, Wilson | spa |
dc.contributor.advisor | Parra Valencia, Jorge Andrick | spa |
dc.contributor.author | Ibarra Vargas, Sara | spa |
dc.contributor.author | Montoya Cañola, Alcides | spa |
dc.contributor.author | Awad, Gabriel | spa |
dc.coverage.spatial | Bucaramanga (Santander, Colombia) | spa |
dc.coverage.temporal | 2014 | spa |
dc.date.accessioned | 2021-03-01T18:27:00Z | |
dc.date.available | 2021-03-01T18:27:00Z | |
dc.date.issued | 2014-10-28 | |
dc.identifier.isbn | ISBN: 978-958-8166-65-0 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12749/12339 | |
dc.description.abstract | El auge de las tecnologías de la información y la comunicación ha permeado los modelos de enseñanza – aprendizaje. La combinación de la instrucción presencial con actividades virtuales y recursos tecnológicos —conocida con el término genérico de Blended Learning (BL) — emerge como una tendencia en la educación superior con diversas interpretaciones y aproximaciones. El propósito de este artículo es registrar desde la práctica docente las dinámicas que el BL propone en la construcción de experiencias de aprendizaje. La investigación explora algunos fundamentos conceptuales del modelo de enseñanza-aprendizaje combinado sobre experiencia académica de formación de educadores en una institución de educación superior. Los datos analizados describieron elementos y categorías didácticas sobre las cuales se construyen con mayor fuerza propuestas de BL así como las interacciones simultáneas en el rol docente. Esta aproximación empírica concluye que aunque este modelo combinado promueve dinámicas interesantes en los procesos de enseñanza-aprendizaje, también puede representar una mala idea si se realizan combinaciones poco coherentes en ambos ambientes que solo “estiran el molde” | spa |
dc.description.sponsorship | Universidad Nacional de Colombia | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | spa |
dc.relation.uri | http://hdl.handle.net/20.500.12749/12263 | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/co/ | * |
dc.source | Colección de investigaciones en innovación y apropiación de las tecnologías de la información y las comunicaciones CIINATIC 2014 | |
dc.source | Colección de investigaciones en innovación y apropiación de las tecnologías de la información y las comunicaciones CIINATIC 2014; Volumen 1 (2014); páginas 95-100 | |
dc.title | Formación de formadores en Blended Learning | spa |
dc.title.translated | Training for trainers in Blended Learning | spa |
dc.publisher.grantor | Universidad Autónoma de Bucaramanga UNAB | spa |
dc.rights.local | Abierto (Texto Completo) | spa |
dc.publisher.faculty | Facultad Ingeniería | spa |
dc.publisher.program | Pregrado Ingeniería de Sistemas | spa |
dc.type.driver | info:eu-repo/semantics/conferenceProceedings | |
dc.type.local | Memoria de eventos | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_f744 | |
dc.subject.keywords | Blended Learning | eng |
dc.subject.keywords | Didactical categories | eng |
dc.subject.keywords | Virtual learning environments | eng |
dc.subject.keywords | Instructional design | eng |
dc.subject.keywords | Engineering in Computer Science | eng |
dc.subject.keywords | Document management | eng |
dc.subject.keywords | Education | eng |
dc.subject.keywords | Business | eng |
dc.subject.keywords | Engineering education | eng |
dc.identifier.instname | instname:Universidad Autónoma de Bucaramanga - UNAB | spa |
dc.identifier.reponame | reponame:Repositorio Institucional UNAB | spa |
dc.type.hasversion | info:eu-repo/semantics/acceptedVersion | |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
dc.relation.references | T. Jingwei, “The Research on Blended Learning of ESL Based on Moodle Platform,” Stud. Lit. Lang., vol. 6, no. 2, pp. 30–34, 2013 | spa |
dc.relation.references | A. A. Chaudhri and M. Gallant, “Critical success factors for the implementation of blended learning in higher education a case study from New Zealand,” 2013 Int. Conf. Curr. Trends Inf. Technol., pp. 82–85, Dec. 2013 | spa |
dc.relation.references | L. R. Halverson, C. R. Graham, K. J. Spring, J. S. Drysdale, and C. R. Henrie, “A thematic analysis of the most highly cited scholarship in the first decade of blended learning research,” Internet High. Educ., vol. 20, pp. 20–34, Jan. 2014 | spa |
dc.relation.references | J. S. Drysdale, C. R. Graham, K. J. Spring, and L. R. Halverson, “An analysis of research trends in dissertations and theses studying blended learning,” Internet High. Educ., vol. 17, pp. 90–100, Apr. 2013 | spa |
dc.relation.references | L. R. Halverson, C. R. Graham, K. J. Spring, and J. S. Drysdale, “An analysis of high impact scholarship and publication trends in blended learning,” Distance Educ., vol. 33, no. 3, pp. 381–413, Nov. 2012 | spa |
dc.relation.references | G. Finger, P.-C. Sun, and R. Jamieson-Proctor, “Emerging Frontiers of Learning Online: Digital Ecosystems, Blended Learning and Implications for Adult Learning.,” in Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes, K. Klinger, Ed. Section 1 Introducing Adult Learning in the Digital Age: Tools, Processes, and Outcomes: Information Science Reference (an imprint of IGI Global), 2010, pp. 1–12 | spa |
dc.relation.references | P. Moskal, C. Dziuban, and J. Hartman, “Blended learning: A dangerous idea?,” Internet High. Educ., vol. 18, pp. 15–23, Jul. 2013 | spa |
dc.relation.references | L. E. Margulieux, W. M. Mccracken, K. R. Bujak, and D. Majerich, “Hybrid , Blended , Flipped , and Inverted : Defining Terms in a Two Dimensional Taxonomy,” in 12th Annual Hawaii International Conference on Education (HICE), 2014 | spa |
dc.relation.references | E. M. González Agudelo and C. M. Álvarez de Zayas, “El proceso docente educativo y categorías didácticas,” in Lecciones de didáctica general, 1st ed., Cooperativa Editorial Magisterio, Ed. Bogotá, 2002, pp. 38–64 | spa |
dc.relation.references | C. R. Graham, W. Woodfield, and J. B. Harrison, “A framework for institutional adoption and implementation of blended learning in higher education,” Internet High. Educ., vol. 18, pp. 4–14, Jul. 2013 | spa |
dc.relation.references | C. GRAHAM and M. Moore, “Emerging practice and research in blended learning,” in Handbook of Distance Education~ autofilled …, 2013, pp. 333–350 | spa |
dc.relation.references | Clayton Christensen Institute, “Blended Learning Model Definitions.” [Online]. Available: http://www.christenseninstitute.org/blended-learningdefinitions-and-models/ | spa |
dc.relation.references | Nottingham University, “Xerte Community,” 2012. [Online]. Available: http://www.xerte.org.uk/index.php?lang=es | spa |
dc.relation.references | “eXeLearning,” 2014. [Online]. Available: http://exelearning.org/ | spa |
dc.relation.references | C. R. Graham, C. R. Henrie, and A. S. Gibbons, “Developing Models and Theory for Blended Learning Research,” in Blended learning: Research perspectives, Volume 2., vol. 2, no. 801, A. G. Picciano, C. D. Dziuban, and C. R. Graham, Eds. 2014, pp. 13– 33 | spa |
dc.relation.references | C. R. Graham, “Graham , C . R . ( 2013 ). Emerging practice and research in blended learning . In M . G . Moore ( Ed .), Handbook of distance education ( 3rd ed ., pp . 333 – 350 ). New York , NY : Routledge . Emerging Practice and Research in Blended Learning,” pp. 333–350, 2013 | spa |
dc.relation.references | K.-W. Lai, F. Khaddage, and G. Knezek, “Blending student technology experiences in formal and informal learning,” J. Comput. Assist. Learn., vol. 29, no. 5, pp. 414–425, Oct. 2013 | spa |
dc.relation.references | B. Dos, “Developing and Evaluating a Blended Learning Course,” vol. 17, no. 1, pp. 121–128, 2014 | spa |
dc.relation.references | A.G. Picciano & C.D. Dziuban (Eds.), Blended Learning. Research Perspectives. Sloan-C, 2007, p. 318 | spa |
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dc.contributor.cvlac | https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000160326 | * |
dc.contributor.googlescholar | https://scholar.google.es/citations?hl=es&user=yMUEkIEAAAAJ | * |
dc.contributor.googlescholar | https://scholar.google.es/citations?hl=es&user=rRobFuIAAAAJ | * |
dc.contributor.googlescholar | https://scholar.google.es/citations?hl=es&user=O7IQH-AAAAAJ | * |
dc.contributor.orcid | https://orcid.org/0000-0002-1819-059X | * |
dc.contributor.orcid | https://orcid.org/0000-0001-9624-6133 | * |
dc.contributor.orcid | https://orcid.org/0000-0001-8694-7315 | * |
dc.contributor.orcid | https://orcid.org/0000-0002-2060-6419 | * |
dc.contributor.scopus | https://www.scopus.com/authid/detail.uri?authorId=57194112517 | * |
dc.contributor.researchgate | https://www.researchgate.net/profile/Sara-B-Ibarra-Vargas | * |
dc.contributor.researchgate | https://www.researchgate.net/profile/Gabriel-Awad | * |
dc.contributor.researchgate | https://www.researchgate.net/profile/Wilson_Briceno | * |
dc.contributor.researchgate | https://www.researchgate.net/profile/Jorge_Parra_Valencia | * |
dc.subject.lemb | Ingeniería en ciencias de la computación | spa |
dc.subject.lemb | Gestión de documentos | spa |
dc.subject.lemb | Educación | spa |
dc.subject.lemb | Empresa | spa |
dc.subject.lemb | Educación en ingeniería | spa |
dc.identifier.repourl | repourl:https://repository.unab.edu.co | spa |
dc.description.abstractenglish | The boom of information and communications technology has permeated the models of teaching and learning. The combination of classroom instruction with virtual activities and technological resources-known by the generic term of Blended Learning (BL) - is emerging as a trend in higher education with different interpretations and approaches. This article aims to describe, from the teaching practice, the dynamics proposed by BL to build learning experiences. The research explores the conceptual foundations of blended teaching and learning models, during an academic experience of teacher formation in an institution of higher education. The analyzed data described educational categories and items about which are built BL proposals, as well as simultaneous interactions in the teaching role. This empirical approach although concludes that this combined model promotes interesting dynamics in the teaching-learning process can also be a bad idea if incoherent combinations "stretching the mold" are performed. | eng |
dc.subject.proposal | Blended Learning | spa |
dc.subject.proposal | Categorías didácticas | spa |
dc.subject.proposal | Ambientes virtuales de aprendizaje | spa |
dc.subject.proposal | Diseño instruccional | spa |
dc.type.redcol | http://purl.org/redcol/resource_type/EC_AC | |
dc.rights.creativecommons | Atribución-NoComercial-SinDerivadas 2.5 Colombia | * |
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