Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching
Ilustraciones
- Autores:
-
Ibarra Vargas, Sara Beatriz
- Tipo de recurso:
- Doctoral thesis
- Fecha de publicación:
- 2022
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/81951
- Palabra clave:
- 000 - Ciencias de la computación, información y obras generales::003 - Sistemas
370 - Educación::378 - Educación superior (Educación terciaria)
Aprendizaje electrónico
Educación virtual
Blended Teaching
Blended Learning
Diseño instruccional híbrido
Modelo Blended Learning
Ciencias de la computación
- Rights
- closedAccess
- License
- Atribución-NoComercial 4.0 Internacional
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Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching |
| dc.title.translated.eng.fl_str_mv |
Methodological approach to the design and evaluation of courses in higher education based on Blended Teaching |
| title |
Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching |
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Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching 000 - Ciencias de la computación, información y obras generales::003 - Sistemas 370 - Educación::378 - Educación superior (Educación terciaria) Aprendizaje electrónico Educación virtual Blended Teaching Blended Learning Diseño instruccional híbrido Modelo Blended Learning Ciencias de la computación |
| title_short |
Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching |
| title_full |
Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching |
| title_fullStr |
Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching |
| title_full_unstemmed |
Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching |
| title_sort |
Aproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended Teaching |
| dc.creator.fl_str_mv |
Ibarra Vargas, Sara Beatriz |
| dc.contributor.advisor.none.fl_str_mv |
Awad Aubad, Gabriel Velásquez Henao, Juan David |
| dc.contributor.author.none.fl_str_mv |
Ibarra Vargas, Sara Beatriz |
| dc.subject.ddc.spa.fl_str_mv |
000 - Ciencias de la computación, información y obras generales::003 - Sistemas 370 - Educación::378 - Educación superior (Educación terciaria) |
| topic |
000 - Ciencias de la computación, información y obras generales::003 - Sistemas 370 - Educación::378 - Educación superior (Educación terciaria) Aprendizaje electrónico Educación virtual Blended Teaching Blended Learning Diseño instruccional híbrido Modelo Blended Learning Ciencias de la computación |
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Aprendizaje electrónico |
| dc.subject.lemb.none.fl_str_mv |
Educación virtual |
| dc.subject.proposal.none.fl_str_mv |
Blended Teaching Blended Learning |
| dc.subject.proposal.spa.fl_str_mv |
Diseño instruccional híbrido Modelo Blended Learning Ciencias de la computación |
| description |
Ilustraciones |
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2022 |
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2022-08-18T16:38:11Z |
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2022-08-18T16:38:11Z |
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2022-04 |
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Trabajo de grado - Doctorado |
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Academic Partnerships. (2013). A Guide to Quality in Online Learning Ahmerova, N. M., Fatykhova, A. L., & Suleymanova, F. M. (2018). A Mathematical Blended Learning Model for University Students. International Journal of Engineering & Technology, 7, 34–36. Akyol, Z., Vaughan, N., & Garrison, D. R. (2011). The impact of course duration on the development of a community of inquiry. Interactive Learning Environments, 19(3), 231–246. https://doi.org/10.1080/10494820902809147 Bates, A. W. (Tony). (2017). Educar na era digita: design , ensino e aprendizagem (1st ed.). Bouwmeester, R. A. M., de Kleijn, R. A. M., van den Berg, I. E. T., ten Cate, O. T. J., van Rijen, H. V. M., & Westerveld, H. E. (2019). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom’s taxonomy. Computers and Education, 139(June 2018), 118–128. https://doi.org/10.1002/ase.1635 Brebera, P. (2018). Formal, informal and non-formal language learning contexts for the university students. Proceedings of the European Conference on E-Learning, ECEL, 2018-Novem, 54–59. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057966143&partnerID=40&md5=63d4e9b3334460376e6977b72b0461d4 Casanova, D., & Moreira, A. (2017). A model for discussing the quality of technology-enhanced learning in blended learning programmes. International Journal of Mobile and Blended Learning, 9(4), 1–20. https://doi.org/10.4018/IJMBL.2017100101 Chew, E., Jones, N., & Turner, D. (2008). Critical Review of the Blended Learning Models based on Maslow ’ s and Vygotsky ’ s Educational Theory. Hybrid Learning and Education First International Conference ICHL, 40–53. https://doi.org/10.1007/978-3-540-85170-7_4 Del Moral Pérez, M., & Martínez, L. V. (2013). Good teaching practice and quality indicators for virtual and blended learning: Project M.A.T.R.I.X. In Fostering 21st Century Digital Literacy and Technical Competency. https://doi.org/10.4018/978-1-4666-2943-1.ch009 Dewi, D. A., Hassan, H. H. N. B. A., Sani, Z. H. B. A., Jeremiah, P., Fuad, C. F. B., & Kannan, P. (2012). Developing a quality framework of project management eLearning materials as part of blended learning methodology in a higher education learning institution. Proceedings of the European Conference on E-Government, ECEG, 49–57. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870873752&partnerID=40&md5=dc822d6442ee35575086a7400481e702 Diep, A. N., Zhu, C., Struyven, K., Blieck, Y., Vo, H. M., Zhu, C., Diep, N. A., Graham, C. R., Henrie, C. R., & Gibbons, A. S. (2017). Developing Models and Theory for Blended Learning Research. Blended Learning: Research Perspectives, 2(801), 13–33. https://doi.org/10.1111/bjet.12431 Garrison, D.Randy, Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/https://doi.org/10.1016/S1096-7516(00)00016-6 Garrison, D.Randy, & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001 Garrison, D R, & Vaughan, N. D. (2012). Blended Learning in Higher Education: Framework, Principles, and Guidelines. In Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass. https://doi.org/10.1002/9781118269558 Ginns, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53–64. https://doi.org/10.1016/j.iheduc.2006.10.003 Goran, G. (Department of M. and E.-L. U. (2006). Practical inquiry as action research and beyond. 16th European Conference on Information Systems, 2004, 1–12. Graham, C. R. (2004). Blended Learning Systems: Definition, current trends, and future directions. In Handbook of Blended Learning: Global perspectives, local designs. https://doi.org/10.2307/4022859 Graham, C. R. (2005). Benefits and Challenges of Blended Learning Environments. 253–255. Graham, C. R., & Robison, R. (2007). Realizing the transformational potential of blended learning: Comparing cases of transforming blends and enhancing blends in higher education. Blended Learning: Research Perspectives, 83–110. https://doi.org/10.1016/j.jcrysgro.2008.09.191 Gunder, A., Vignare, K., Adams, S., McGuire, A., & Rafferty, J. P. (2021). Optimizing High-Quality Digital Learning Experiences: A Playbook for Faculty. Online Learning Consortium. Johnson, C. G., & Fuller, U. (2006). Is Bloom’s Taxonomy appropriate for computer science? Proceedings of the 6th Baltic Sea Conference on Computing Education Research, 120–123. https://doi.org/10.1145/1315803.1315825 Kastner, J A. (2020). Blended learning: Moving beyond the thread quality of blended learning and instructor experiences. Journal of Educators Online, 17(2), 1. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089524243&partnerID=40&md5=73496ec3073e615f7822944add70fa6a Kastner, Jenine A, & Dissertation, A. (2019). Quality of Blended Learning and Instructor Experiences. Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7. https://doi.org/10.1186/s41239-017-0043-4 Law, K. M. Y., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers and Education, 136(September 2018), 1–12. https://doi.org/10.1016/j.compedu.2019.02.021 Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65(2), 427–453. https://doi.org/10.1007/s11423-016-9502-1 Mahmud, M. M., & Ismail, O. (2020). Measuring Quality in Blended Learning: A Multimodal of the Sloan Consortium, Key Success Indicators and Transformative Driven Mechanism. ACM International Conference Proceeding Series, January, 20–24. https://doi.org/10.1145/3377571.3379438 Makri, K, Papanikolaou, K., Tsakiri, A., & Karkanis, S. (2013). Training teachers to learn by design, through a community of inquiry. Proceedings of the European Conference on E-Learning, ECEL, 274–282. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899497664&partnerID=40&md5=06c40e90e2babe823b8232222e65f5d0 Makri, Katerina, Papanikolaou, K., Tsakiri, A., & Karkanis, S. (2014). Blending the community of inquiry framework with learning by design: Towards a synthesis for blended learning in teacher training. Electronic Journal of E-Learning, 12(2), 183–194. Means, B., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record, 115(March 2013), 1–47. http://www.tcrecord.org/Content.asp?ContentId=16882 Online Learning Consortium. (2016). Quality Course Teaching & Instructional Practice: Course fundamentals. 1–6. https://onlinelearningconsortium.org/consult/olc-quality-course-teaching-instructional-practice/ Perez, B., Castellanos, C., & Correal, D. (2020). Measuring the quality of the blended learning approach to teaching computational sciences. Journal of Physics: Conference Series, 1587(1). https://doi.org/10.1088/1742-6596/1587/1/012021 Perris, K., & Mohee, R. (2020). Quality Assurance Rubric for Blended Learning Plus, T., & Free, J. (2021). Diseño de experiencias de aprendizaje digital La Taxonomía de Bloom : 17–19. QualityMatters. (2021). QualityMatters. Quality Assurance Begins with a Set of Standards. https://www.qualitymatters.org/ Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers and Education, 143(September 2019), 103682. https://doi.org/10.1016/j.compedu.2019.103682 Salinas Ibáñez, J., & Marín, V. (2014). Pasado, presente y futuro del microlearning como estrategia para el desarrollo profesional. Campus Virtuales, 3(2), 46–61. Shurygin, V. Y., & Sabirova, F. M. (2017). Particularities of blended learning implementation in teaching physics by means of LMS Moodle. Revista Espacios, Vol. 38(No 40), Pág. 39. http://www.revistaespacios.com/a17v38n40/a17v38n40p39.pdf Silberman, M. (2006). Active training: a handbook of techniques, designs, case examples, and tips / (3rd ed.). Pfeiffer. Silva Dias, A. A., Rocha, A. L., Correira, F., Neves, M., & Feliciano, P. (2014). Carta da Qualidade para o e-Learning em Portugal. TecMinho. Starr, C. W., Manaris, B., & Stalvey, R. H. (2008). Bloom’s taxonomy revisited: specifying assessable learning objectives in computer science. SIGCSE ’08 Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, 261–265. https://doi.org/10.1145/1352135.1352227 Taghizadeh, M., & Hajhosseini, F. (2020). Investigating a Blended Learning Environment: Contribution of Attitude, Interaction, and Quality of Teaching to Satisfaction of Graduate Students of TEFL. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-020-00531-z Taylor, M. C., Atas, S., & Ghani, S. (2019). Alternate dimensions of cognitive presence for blended learning in higher education. International Journal of Mobile and Blended Learning, 11(2), 1–18. https://doi.org/10.4018/IJMBL.2019040101 Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers and Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003 The Campus Alberta Quality Council. (2013). HANDBOOK: Quality Assessment and Quality. Trabaldo, S., Mendizábal, V., & Rozada, M. G. (2017). MICROLEARNING : EXPERIENCIAS REALES DE APRENDIZAJE PERSONALIZADO , RAPIDO Y UBICUO. IV Jornadas de TIC e Innovación En El Aula, 1–5. Cheng, J., Payne, S., & Banks, J. (2019). Preparing students for future learning. ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings, 623–625. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071726587&partnerID=40&md5=31e78f0182e62a7e7df36e043657c606 Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5 Graham, C. R., & Moore, M. G. (2013). Emerging practice and research in blended learning. In M. Grahame Moore (Ed.), Handbook of distance education (3rd ed, pp. 333–350). Graham, C. R., Woodfield, W., & Harrison, J. B. (2013a). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4–14. https://doi.org/10.1016/j.iheduc.2012.09.003 Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20–34. https://doi.org/10.1016/j.iheduc.2013.09.004 Istambul, M. R., & Supriadi, H. (2018). Evaluation of blended learning implementation which is conditioned to optimize the mastery of student knowledge and skills. International Journal of Engineering and Technology(UAE), 7(4), 195–200. https://doi.org/10.14419/ijet.v7i4.33.23558 Margulieux, L. E., Mccracken, W. M., & Catrambone, R. (2016). A taxonomy to define courses that mix face-to-face and online learning. Educational Research Review, 19, 104–118. https://doi.org/10.1016/j.edurev.2016.07.001 Masterman, E., Walker, S., & Bower, M. (2013). Computational support for teachers’ design thinking: its feasibility and acceptability to practitioners and institutions. Educational Media International, 50(1), 12–23. https://doi.org/10.1080/09523987.2013.777185 Pima, J. M., Odetayo, M., Iqbal, R., & Sedoyeka, E. (2018). A thematic review of blended learning in higher education. International Journal of Mobile and Blended Learning, 10(1), 1–11. https://doi.org/10.4018/IJMBL.2018010101 |
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Medellín - Minas - Doctorado en Ingeniería - Sistemas |
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Atribución-NoComercial 4.0 Internacionalinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbAwad Aubad, Gabriel07cb0803e188649cb488cc638deed5a1600Velásquez Henao, Juan David7b16d4a5377f0f1b1f90d3c8c6fd9f8b600Ibarra Vargas, Sara Beatriz6e0eb9048e98329ce65e66d3ac5238e06002022-08-18T16:38:11Z2022-08-18T16:38:11Z2022-04https://repositorio.unal.edu.co/handle/unal/81951Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/IlustracionesLa educación superior enfrenta actualmente el desafío de responder a las necesidades de un educando que debe poder formarse en cualquier lugar, en cualquier momento. La literatura científica lleva años presentando al aprendizaje híbrido como alternativa para enfrentar este desafío. Esta tesis representa un esfuerzo por concretar dicha oportunidad. El objetivo general propuesto es una metodología para el diseño de cursos híbridos en educación superior, con aplicación al área de ciencias de la computación, que considere elementos para la evaluación y permitan el contraste con otras estructuras de enseñanza Este objetivo se cumplió a través de cuatro aportes: (i) una revisión sistemática de literatura científica que analiza la evolución del Blended Learning en los últimos 10 años, (ii) el planteamiento conceptual de un modelo de Blended Learning desde la perspectiva docente (Blended Teaching), (iii) la formulación de un modelo para el diseño de un curso de la modalidad Blended Teaching en educación superior y (iv) una matriz para valorar la configuración instruccional de un curso de esquema híbrido. Para su desarrollo se utilizó un estudio de caso único que permitió evaluar y mejorar en la práctica el trabajo desarrollado. Los resultados de este ejercicio permitieron confirmar la importancia de las Comunidades de Investigación (CoI) en la configuración de estrategias de enseñanza híbrida, así como parámetros asociados a la calidad educativa: motivar la construcción colectiva del conocimiento, el trabajo entre pares, la investigación y el sentido de presencialidad docente a través de la realimentación constante del proceso formativo. (texto tomado de la fuente)Higher education now faces the challenge of responding to the needs of an educator who must be able to train anywhere, at any time. The scientific literature has for years presented hybrid learning as an alternative to face this challenge. This thesis represents an effort to realize this opportunity. The general objective proposed is a methodology for the design of hybrid courses in higher education, with application to the area of computer science, which considers elements for evaluation and allow the contrast with other teaching structures. This objective was achieved through four contributions: (i) a systematic review of scientific literature that analyzes the evolution of Blended Learning in the last 10 years, (ii) the conceptual approach of a Blended Learning model from a teaching perspective (Blended Teaching), (iii) the formulation of a model for the design of a course of the modality Blended Teaching in higher education and (iv) a matrix to assess the instructional configuration of a course of hybrid scheme. A unique case study was used to evaluate and improve the work carried out. The results of this exercise confirmed the importance of the Community of Inquiry (CoI) in the configuration of hybrid teaching strategies, as well as parameters associated with educational quality: motivate the collective construction of knowledge, peer work, research, and the sense of teaching presence through constant feedback of the training process.DoctoradoDoctor en IngenieríaIngeniería de softwareÁrea Curricular de Ingeniería de Sistemas e Informáticaxix, 215 páginasapplication/pdfspaUniversidad Nacional de ColombiaMedellín - Minas - Doctorado en Ingeniería - SistemasDepartamento de la Computación y la DecisiónFacultad de MinasMedellínUniversidad Nacional de Colombia - Sede Medellín000 - Ciencias de la computación, información y obras generales::003 - Sistemas370 - Educación::378 - Educación superior (Educación terciaria)Aprendizaje electrónicoEducación virtualBlended TeachingBlended LearningDiseño instruccional híbridoModelo Blended LearningCiencias de la computaciónAproximación metodológica para el análisis y el diseño de cursos en educación superior basados en Blended TeachingMethodological approach to the design and evaluation of courses in higher education based on Blended TeachingTrabajo de grado - Doctoradoinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_db06Texthttp://purl.org/redcol/resource_type/TDAcademic Partnerships. (2013). A Guide to Quality in Online LearningAhmerova, N. M., Fatykhova, A. L., & Suleymanova, F. M. (2018). A Mathematical Blended Learning Model for University Students. International Journal of Engineering & Technology, 7, 34–36.Akyol, Z., Vaughan, N., & Garrison, D. R. (2011). The impact of course duration on the development of a community of inquiry. Interactive Learning Environments, 19(3), 231–246. https://doi.org/10.1080/10494820902809147Bates, A. W. (Tony). (2017). Educar na era digita: design , ensino e aprendizagem (1st ed.).Bouwmeester, R. A. M., de Kleijn, R. A. M., van den Berg, I. E. T., ten Cate, O. T. J., van Rijen, H. V. M., & Westerveld, H. E. (2019). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom’s taxonomy. Computers and Education, 139(June 2018), 118–128. https://doi.org/10.1002/ase.1635Brebera, P. (2018). Formal, informal and non-formal language learning contexts for the university students. 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International Journal of Mobile and Blended Learning, 10(1), 1–11. https://doi.org/10.4018/IJMBL.2018010101InvestigadoresMaestrosORIGINAL1113642883.2022.pdf1113642883.2022.pdfTesis Doctorado en Ingeniería – Sistemas e Informáticaapplication/pdf3685334https://repositorio.unal.edu.co/bitstream/unal/81951/3/1113642883.2022.pdf5def32c96fcdaebfc4b01faa6c4fab1fMD53LICENSElicense.txtlicense.txttext/plain; charset=utf-84074https://repositorio.unal.edu.co/bitstream/unal/81951/2/license.txt8153f7789df02f0a4c9e079953658ab2MD52THUMBNAIL1113642883.2022.pdf.jpg1113642883.2022.pdf.jpgGenerated Thumbnailimage/jpeg4392https://repositorio.unal.edu.co/bitstream/unal/81951/4/1113642883.2022.pdf.jpgd5152e1716221071af8c53382e1244dbMD54unal/81951oai:repositorio.unal.edu.co:unal/819512023-10-06 17:32:55.467Repositorio Institucional Universidad Nacional de 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