Incorporation of international virtual teams as a complementary component to the traditional educational model
The model of virtual teams in higher education is being increasingly recognized as a phenomenon of great value to students about learning environments in the real world (Hsieh, Jang, Hwang, & Chen, 2011). Meanwhile, today’s environment requires from educational institutions dedicated to instruct...
- Autores:
-
Carlos Fernando Arbeláez
Antonio Andrés Montoya
- Tipo de recurso:
- Fecha de publicación:
- 2019
- Institución:
- Universidad EAFIT
- Repositorio:
- Repositorio EAFIT
- Idioma:
- spa
- OAI Identifier:
- oai:repository.eafit.edu.co:10784/13980
- Acceso en línea:
- http://hdl.handle.net/10784/13980
- Palabra clave:
- Virtual Teams
Learning
Electronic learning
Mobile learning
Collaboration
ICT.
Virtual teams
aprendizaje
aprendizaje electrónico
aprendizaje móvil
colaboración
TIC.
- Rights
- License
- Copyright © 2012 Carlos Fernando Arbeláez, Antonio Andrés Montoya
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| dc.title.eng.fl_str_mv |
Incorporation of international virtual teams as a complementary component to the traditional educational model |
| dc.title.spa.fl_str_mv |
Incorporación de virtual teams internacionales como componente complementario al modelo educativo tradicional |
| title |
Incorporation of international virtual teams as a complementary component to the traditional educational model |
| spellingShingle |
Incorporation of international virtual teams as a complementary component to the traditional educational model Virtual Teams Learning Electronic learning Mobile learning Collaboration ICT. Virtual teams aprendizaje aprendizaje electrónico aprendizaje móvil colaboración TIC. |
| title_short |
Incorporation of international virtual teams as a complementary component to the traditional educational model |
| title_full |
Incorporation of international virtual teams as a complementary component to the traditional educational model |
| title_fullStr |
Incorporation of international virtual teams as a complementary component to the traditional educational model |
| title_full_unstemmed |
Incorporation of international virtual teams as a complementary component to the traditional educational model |
| title_sort |
Incorporation of international virtual teams as a complementary component to the traditional educational model |
| dc.creator.fl_str_mv |
Carlos Fernando Arbeláez Antonio Andrés Montoya |
| dc.contributor.author.spa.fl_str_mv |
Carlos Fernando Arbeláez Antonio Andrés Montoya |
| dc.contributor.affiliation.spa.fl_str_mv |
Universidad EAFIT |
| dc.subject.keyword.eng.fl_str_mv |
Virtual Teams Learning Electronic learning Mobile learning Collaboration ICT. |
| topic |
Virtual Teams Learning Electronic learning Mobile learning Collaboration ICT. Virtual teams aprendizaje aprendizaje electrónico aprendizaje móvil colaboración TIC. |
| dc.subject.keyword.spa.fl_str_mv |
Virtual teams aprendizaje aprendizaje electrónico aprendizaje móvil colaboración TIC. |
| description |
The model of virtual teams in higher education is being increasingly recognized as a phenomenon of great value to students about learning environments in the real world (Hsieh, Jang, Hwang, & Chen, 2011). Meanwhile, today’s environment requires from educational institutions dedicated to instruction undergraduate and graduate students, a rapid evolution of their models of teaching in order to conform to the same speed with which all fields transform in knowledge. This paper discusses the inclusion of virtual teams in the top-level educational models, meaning that incorporation as an option applies to all educational institutions, and above all, to their learning traditional structures. In this sense, the document includes analysis of relevant academic literature and data collected through interviews, conducted at six higher education faculty, who work in virtual teams schemes globally. |
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2019 |
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06/08/2012 |
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2019-10-04T14:14:08Z |
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2019-10-04T14:14:08Z |
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06/08/2012 |
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Artículo |
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2256-4322 1692-0279 |
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http://hdl.handle.net/10784/13980 |
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2256-4322 1692-0279 |
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http://hdl.handle.net/10784/13980 |
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spa |
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spa |
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http://publicaciones.eafit.edu.co/index.php/administer/article/view/1339 |
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http://publicaciones.eafit.edu.co/index.php/administer/article/view/1339 |
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Copyright © 2012 Carlos Fernando Arbeláez, Antonio Andrés Montoya |
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http://purl.org/coar/access_right/c_abf2 |
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Acceso abierto |
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Copyright © 2012 Carlos Fernando Arbeláez, Antonio Andrés Montoya Acceso abierto http://purl.org/coar/access_right/c_abf2 |
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text/html |
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Universidad EAFIT |
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instname:Universidad EAFIT reponame:Repositorio Institucional Universidad EAFIT |
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AD-minister: No 20 (2012) |
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Medellín de: Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degrees Long: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees06/08/20122019-10-04T14:14:08Z06/08/20122019-10-04T14:14:08Z2256-43221692-0279http://hdl.handle.net/10784/13980The model of virtual teams in higher education is being increasingly recognized as a phenomenon of great value to students about learning environments in the real world (Hsieh, Jang, Hwang, & Chen, 2011). Meanwhile, today’s environment requires from educational institutions dedicated to instruction undergraduate and graduate students, a rapid evolution of their models of teaching in order to conform to the same speed with which all fields transform in knowledge. This paper discusses the inclusion of virtual teams in the top-level educational models, meaning that incorporation as an option applies to all educational institutions, and above all, to their learning traditional structures. In this sense, the document includes analysis of relevant academic literature and data collected through interviews, conducted at six higher education faculty, who work in virtual teams schemes globally.El modelo de virtual teams en la educación superior está siendo reconocido cada vez más como un fenómeno de gran valor que acerca a los estudiantes a ambientes de aprendizaje en el mundo real (Hsieh, Jang, Hwang, & Chen, 2011). Por su parte, el entorno de hoy exige a las instituciones educativas dedicadas a la formación profesional en pregrado y posgrado, una rápida evolución de sus modelos de enseñanza a fin de ajustarlos a la misma velocidad con la que se transforman todos los campos relacionados con el conocimiento. Este documento analiza la inclusión de virtual teams en los modelos educativos de nivel superior, entendiendo dicha incorporación como una opción aplicable a todas las instituciones educativas, y, sobre todo, a sus estructuras tradicionales de aprendizaje. En ese sentido, el documento incluye análisis de publicaciones académicas relevantes y datos recopilados a través de entrevistas en profundidad, realizadas a seis profesores de educación superior, quienes trabajan en esquemas de virtual teams a nivel global.text/htmlspaUniversidad EAFIThttp://publicaciones.eafit.edu.co/index.php/administer/article/view/1339http://publicaciones.eafit.edu.co/index.php/administer/article/view/1339Copyright © 2012 Carlos Fernando Arbeláez, Antonio Andrés MontoyaAcceso abiertohttp://purl.org/coar/access_right/c_abf2instname:Universidad EAFITreponame:Repositorio Institucional Universidad EAFITAD-minister: No 20 (2012)Incorporation of international virtual teams as a complementary component to the traditional educational modelIncorporación de virtual teams internacionales como componente complementario al modelo educativo tradicionalarticleinfo:eu-repo/semantics/articlepublishedVersioninfo:eu-repo/semantics/publishedVersionArtículohttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Virtual TeamsLearningElectronic learningMobile learningCollaborationICT.Virtual teamsaprendizajeaprendizaje electrónicoaprendizaje móvilcolaboraciónTIC.Carlos Fernando ArbeláezAntonio Andrés MontoyaUniversidad EAFITAD-minister20526THUMBNAILminiatura-administer.jpgminiatura-administer.jpgimage/jpeg8755https://repository.eafit.edu.co/bitstreams/1976eb10-ff30-4fbf-ba88-7d8b72910d47/download87c28d32b620f3408b1c70a3c505fbd8MD51ORIGINALIncorporation of international virtual teams as a complementary component to the traditional educational model.pdfIncorporation of international virtual teams as a complementary component to the traditional educational model.pdfTexto completo PDFapplication/pdf256813https://repository.eafit.edu.co/bitstreams/81fd5229-a152-4789-9b43-ff4ba4d09413/download02e4014d95017ddc765684b92a71cf30MD52articulo.htmlarticulo.htmlTexto completo HTMLtext/html374https://repository.eafit.edu.co/bitstreams/1d3f0c9a-bde0-44eb-99bd-90bf20ce7e8a/downloadf55e733fc62daafb1c309b2eb857caa5MD5310784/13980oai:repository.eafit.edu.co:10784/139802019-12-03 10:10:29.933open.accesshttps://repository.eafit.edu.coRepositorio Institucional Universidad EAFITrepositorio@eafit.edu.co |