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dc.contributor.authorMartínez Rodríguez, Fernando
dc.contributor.authorGonzalez Martinez, Juan
dc.date.accessioned2023-08-14T17:24:15Z
dc.date.available2023
dc.date.available2023-08-14T17:24:15Z
dc.date.issued2018
dc.identifier.issn1818-5800spa
dc.identifier.urihttps://hdl.handle.net/20.500.14329/550
dc.description.abstractOnce the Information and Communication Technologies (ICT) adhere to various educational spaces, a large number of teachers start a vertiginous race to make use of them, trying to involve the largest amount of virtual tools in their teaching practices as a new educative resource; undoubtedly, this allows the creation of new methodological strategies. Many resources are found on the network and may be used by teachers; particularly, there is one that has been gathering strength because of its great number of activities and elements that can be used as it allows the teacher to have administrative control of it; it is the virtual classroom of leaming. The study describes the results obtamed in the second phase of the doctoral thesis: “referentes pedagogicos para el uso y apropiacion de las Tecnologias de la Informacion y Comunicacion (TIC) al interior de los procesos educativos planeados y desarrollados por los docentes de educacion superior” (Pedagogical references to the use and appropriation of Information and Communication Technologies (ICT) inside of the educational processes planned and developed by higher education teachers). This research sought to evaluate the use that teachers of engineering made of virtual classrooms of leaming resident in the moodle platform in the various educational processes that they guide. The methodological approach to this part of the study was qualitative making use of the inductive method; the direct observation technique was used through the implementation of a checklist considering three main aspects which in the view of the researchers should be displayed in all virtual classrooms of leaming: formal aspects, didactic and pedagogical aspects and technical aspects; all of them indicating quality classrooms. The results show the lack of clarity that teachers of engineering faculties have about the adequacy of quality virtual classrooms of leaming. Finally, the study evidences the urgent need to create a model to serve as a guide for engineering teachers regarding the adequacy of virtual classrooms of leaming with total quality.
dc.format.extent10 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.titleIntegration of virtual classrooms of learning in the educational processes oriented by teachers of engineering faclties
dc.typeArtículo de revistaspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1spa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.identifier.instnameEscuela Tecnológica Instituto Técnico Centralspa
dc.identifier.repourlhttps://repositorio.itc.edu.co/handle/001/488spa
dc.publisher.placeBogotáspa
dc.publisher.placeGironaspa
dc.relation.citationendpage144spa
dc.relation.citationissue1spa
dc.relation.citationstartpage135spa
dc.relation.citationvolume13spa
dc.relation.ispartofjournalThe Social Sciencesspa
dc.relation.referencesAguilar, BL.C. and R E. Navarro, 2012. [The usability of ICT in educational practice (In Spanish)]. 1. Distance Educ., 30: 1-11spa
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dc.relation.referencesBelloch, C., 2011. [Instructional Design]. University of Valencia, Valencia, Spain. (In Spanish).spa
dc.relation.referencesBenitez A. 2014 [Moodle synchronous and asynchronous — communication “(EVA) UPTE] Linkedin Corporation, Sunnyvale, California. (In Spanish)spa
dc.relation.referencesBryndum, S. and LA. Teronimo. 2005. [Motivation in telematic environments (In Spanish)] 1. Distance Educ., 13: 1-24spa
dc.relation.referencesDistrital, U.D., F.J. Facultad, D.C. Medio, A.Y. Recursos and N. Bogota et al, 2014 [Manual for the presentation and design of syllabus]. Master Thesis, University of San Francisco, San Francisco, Califorma. (In Spanish).spa
dc.relation.referencesDominguez, E., 2011. [Program of virtual classroom pedagogical model]. Master Thesis, Northern University, Dhaka, Bangladesh. (In Spanish).spa
dc.relation.referencesJaramillo, T., 2011. [Model of the Virtual]. Universidad Militar Nueva Granada, Bogotá, Colombia, (In Spanish).spa
dc.relation.referencesMestre, G, E. Torres, D. Diaz, C. Atehortua and J. Gelvis, 2014. [Production guidelines for pedagogical (In Spanish)]. Commun. Courses Media ICT, Educ., 5: 56-56,spa
dc.relation.referencesYonaitis, R.B., 2002, Understanding accessibility: A guide to conforming websites and intranets. Cryptzone North America Inc., Concorde, New Hamsphire, USA. (In Spanish)spa
dc.subject.proposalMoodle
dc.subject.proposalVirtual classroom of learning
dc.subject.proposalVirtual tools of learning
dc.subject.proposalICT
dc.subject.proposalEducation
dc.subject.proposalDidactic
dc.subject.teeEnseñanza a distancia
dc.subject.unescoTecnología educacional
dc.subject.unescoEnseñanza superior
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
dc.type.contentTextspa
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa


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