El ambiente universitario como un entorno de aprendizaje constructivista para la educación media

Parte de los componentes fundamentales a la hora de desarrollar proyectos educativos, es el entorno de aprendizaje y los elementos que lo componen. Desde el ambiente físico hasta la construcción de un entorno seguro, agradable e interesante para los alumnos, el ambiente de enseñanza constituye uno d...

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Autores:
Gómez Bermeo, Laura Vanessa
Tipo de recurso:
Part of book
Fecha de publicación:
2018
Institución:
Universidad Sergio Arboleda
Repositorio:
Repositorio U. Sergio Arboleda
Idioma:
spa
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oai:repository.usergioarboleda.edu.co:11232/1535
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http://hdl.handle.net/11232/1535
Palabra clave:
Constructivismo (Educación)
Métodos de enseñanza
Ambiente educativo
Articulación de la enseñanza
Educación superior
Aprendizaje
Estudiantes de educación media
Constructivism (Education)
Educational method
School environment
Articulation (Education)
Education, higher
Learning
High school students
Programas de matrícula doble
Procesos de aprendizaje
Doble dual enrollment
Learning processes
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)
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dc.title.spa.fl_str_mv El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
title El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
spellingShingle El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
Constructivismo (Educación)
Métodos de enseñanza
Ambiente educativo
Articulación de la enseñanza
Educación superior
Aprendizaje
Estudiantes de educación media
Constructivism (Education)
Educational method
School environment
Articulation (Education)
Education, higher
Learning
High school students
Programas de matrícula doble
Procesos de aprendizaje
Doble dual enrollment
Learning processes
title_short El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
title_full El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
title_fullStr El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
title_full_unstemmed El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
title_sort El ambiente universitario como un entorno de aprendizaje constructivista para la educación media
dc.creator.fl_str_mv Gómez Bermeo, Laura Vanessa
dc.contributor.author.spa.fl_str_mv Gómez Bermeo, Laura Vanessa
dc.subject.lemb.spa.fl_str_mv Constructivismo (Educación)
Métodos de enseñanza
Ambiente educativo
Articulación de la enseñanza
Educación superior
Aprendizaje
Estudiantes de educación media
topic Constructivismo (Educación)
Métodos de enseñanza
Ambiente educativo
Articulación de la enseñanza
Educación superior
Aprendizaje
Estudiantes de educación media
Constructivism (Education)
Educational method
School environment
Articulation (Education)
Education, higher
Learning
High school students
Programas de matrícula doble
Procesos de aprendizaje
Doble dual enrollment
Learning processes
dc.subject.lemb.eng.fl_str_mv Constructivism (Education)
Educational method
School environment
Articulation (Education)
Education, higher
Learning
High school students
dc.subject.proposal.spa.fl_str_mv Programas de matrícula doble
Procesos de aprendizaje
dc.subject.proposal.eng.fl_str_mv Doble dual enrollment
Learning processes
description Parte de los componentes fundamentales a la hora de desarrollar proyectos educativos, es el entorno de aprendizaje y los elementos que lo componen. Desde el ambiente físico hasta la construcción de un entorno seguro, agradable e interesante para los alumnos, el ambiente de enseñanza constituye uno de los factores de impacto en el proceso educativo. Es por esto que además de brindar una locación para el desarrollo de los procesos de enseñanza-aprendizaje, es imperativo conocer el contexto de los estudiantes y crear condiciones que satisfagan sus necesidades y permitan el desarrollo óptimo de los procesos. Un ambiente efectivo y favorable para estudiantes de educación media necesita contar con elementos innovadores que les permita motivarse, participar activamente y progresar académicamente. Además, este entorno debe ofrecer retos y oportunidades para su desarrollo integral como individuo de la sociedad. Es por esto que entre más componentes didácticos y disruptivos, mayor impacto y respuesta positiva puede generarse a través del proceso educativo.
publishDate 2018
dc.date.created.spa.fl_str_mv 2018
dc.date.issued.spa.fl_str_mv 2018-12
dc.date.accessioned.spa.fl_str_mv 2021-01-19T20:56:24Z
dc.date.available.spa.fl_str_mv 2021-01-19T20:56:24Z
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dc.identifier.citation.spa.fl_str_mv Gómez Bermeo, L. V. (2018). El ambiente universitario como un entorno de aprendizaje constructivista para la educación media . En Perilla Granados, J.S.A. (comp.), Constructivismo ecléctico desde la reflexión curricular . (pp. 87- 110). Bogotá : Universidad Sergio Arboleda.
dc.identifier.isbn.spa.fl_str_mv 978-958-5511-33-0
dc.identifier.uri.eng.fl_str_mv http://hdl.handle.net/11232/1535
dc.identifier.instname.spa.fl_str_mv instname:Universidad Sergio Arboleda
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad Sergio Arboleda
dc.identifier.repourl.*.fl_str_mv repourl:https://repository.usergioarboleda.edu.co/
identifier_str_mv Gómez Bermeo, L. V. (2018). El ambiente universitario como un entorno de aprendizaje constructivista para la educación media . En Perilla Granados, J.S.A. (comp.), Constructivismo ecléctico desde la reflexión curricular . (pp. 87- 110). Bogotá : Universidad Sergio Arboleda.
978-958-5511-33-0
instname:Universidad Sergio Arboleda
reponame:Repositorio Institucional Universidad Sergio Arboleda
repourl:https://repository.usergioarboleda.edu.co/
url http://hdl.handle.net/11232/1535
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.ispartof.spa.fl_str_mv Constructivismo ecléctico desde la reflexión curricular
dc.relation.ispartofseries.spa.fl_str_mv Serie Investigación
dc.relation.isversionof.spa.fl_str_mv 1
dc.relation.references.eng.fl_str_mv Bachman, L., y Bachman, C. (2011). A Study of Classroom Response System Clickers: Increasing Student Engagement and Performance in a Large Undergraduate Lecture Class on Architectural Research. Journal of Interactive Learning Research, 22(1), 5-21.
Baeten, M., Kyndt, E., Struyven, K., y Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. doi: 10.1016/j.edurev.2010.06.001
Bailey, R., Hughes, L. y Karp, M. (2002). What role can dual enrollment programs play in easing the transition between high school and postsecondary education? Journal for Vocational Special Needs Education, 24 (2), 18-29.
Barnett, E., y Stamm, S. (2010) Dual Enrollment: A Strategy for Educational Advancement of all Students. Washington: Balckboard Institute.
Brian, A. (2015). The Role of Academic Motivation and Engagement on the Relationship between Dual Enrolment and Academic Performance. The Journal of Higher Education, 86 (1), 98-126. doi: 10.1353/ jhe.2015.0005
Bryman, A. (2012) Social Research Methods. Maidenhead: OUP.
Brooks, J., y Brooks, M. (1993). In Search of Understanding: The case for constructivist classrooms. Alexandria, Virginia: ASCD.
Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review. International Journal of Environmental & Science Education, 3(4), 193-206.
Cavanagh, M. (2011). Students’ experiences of active engagement through learning activities in lectures. Active Learning in Higher Education, 12(1), 23-33. doi: 10.1177/1469787410387724
Cetin-Dindar, A. (2016). Student Motivation in Constructivist Learning Environment. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 233-247. doi: 10.12973/eurasia.2016.1399a
Claxton, G. (2013). School as an Epistemic Apprenticeship: The Case of Building Learning Power. Leicester: The British Psychological Society.
Davis, R., Maher, C., y Noddings, N. (1990). Introduction: Constructivist views on the teaching and learning of mathematics. En Autores (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 7-18). Reston, Va: National Council of Teachers of Mathematics.
Dochy, F., Segers, M., Van den Bossche, P., y Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. doi: 10.1016/S0959-4752(02)00025-7
Educational International (EI), Europena Students’s Union –ESU– (2010). Student-Centred Learning. An Insight into Theory and Practice. Brussels: Education International, European Students’ Union.
Engberg, M., y Wolniak, G. (2014). An Examination of the Moderating Effects of the High School Socioeconomic Context on College Enrollment. The High School Journal, 97(4), 240-263. doi: 10.1353/ hsj.2014.0004
Entwistle, N. (1991). Approaches to learning and perceptions of the learning environment. Introduction to the special issue. Higher Education, 22, 201-204.
Elen, J., Clarebout, G., Léonard, R. y Lowyck, J. (2007). Student-centred and teacher- centred learning environments: What students think. Teaching in Higher Education, 12(1), 105-117.
Glasersfeld E. (1989). Constructivism in Education. En T. Husen, y T. N. Postlethwaite (Eds.), International encyclopedia of education. Supplement Volume 1, (pp. 162-163). Oxford: Pergamon Press.
Gómez, L. (2016). Evaluation of a student-centred learning project in Colombia: Encouraging low-income students into higher education [Tesis de Maestría]. Bath Spa University, Inglaterra.
Hannafin, M., Hill, J., y Land, S. (1997). Student-centered learning and interactive multimedia: Status, issues, and implications. Contemporary Education, 68(2), 94-99.
Harris, C. (2004). Understanding the role of epistemological beliefs in post-graduate studies: Motivation and conceptions of learning in first-year law students [Tesis de doctorado]. University of Texas at Austin. Working paper.
Harris, J., Spina, N., Ehrich, L., y Smeed, J. (2013) Literature review: Student- centred schools make the difference. Melburne: Australia Institute for Teaching and school Leadership.
Jones, L. (2007). The student-centred classroom. Cambridge: Cambridge University Press.
Jones, M., y Brader-Araje, L. (2002). The Impact of Constructivism on Education: Language, Discourse, and Meaning. American Comunicational Journal, 5(3), 1-10.
Karp, M. (2012). “I don’t know, I’ve never been to college!” Dual enrollment as a college readiness strategy. New Directions for Higher Education, 2012(158), 21-28. doi: 10.1002/he.20011
Lumpkin, A., Achen, R., y Dodd, R. (2015). Student perceptions of active learning. College Student Journal, 49(1), 121-133.
Maclellan, E. (2008). The Significance of Motivation in student-centred learning: A Reflective Case Study. Teaching in Higher Education, 13(4), 411-421. doi: 10.1080/13562510802169681
Mason, J, (2002) Qualitative Researching (2.a Ed.). London: SAGE Publications.
Mathews, M. (1998). Constructivism in science education. Dordrecht: Kluwer.
Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14-19. doi: 10.1037/0003-066X.59.1.14
McClellan, J. (2013). Contributing to the Development of Student Leadership through Academic Advising. Journal of Leadership Education. 12(1), 207-233.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
Miller, B. (2005). Pathways to success for youth: What counts in after-school? Boston, MA: United Way of Massachusetts Bay.
Perna, L. (2006). Studying college access and choice: A proposed conceptual model. En J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research, Vol. XXI (pp. 99-157). The Netherlands: Springer.
Piaget, J. (1967). Biologie et connaissance (Biology and knowledge). Paris: Gallimard.
Piaget, J. (1970). Logic and psychology (translation, W. Mays). NY: Basic Books.
Richards, A., y Monie, J. (2007). Readme first for a user’s guide to cualitative methods. (2.a Ed.) Thousand Oaks, CA: SAGE Publications.
Saldaña, J. (2009). The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: SAGE Publications.
Sambell, K., McDowell, L., y Brown, S. (1997). “But is it fair?” An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349-371. doi: 10.1016/S0191-491X(97)86215-3
Stake, R. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.
Vygotsky, L. (1978). Tool and symbol in child development’. En M. Cole, V. John Steiner, S. Scribner y E. Souberman (Eds.), Mind in Society: The development of higher psychological processes (pp. 99-174). Cambridge, Mass: Harvard University Press.
Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. Recuperado de https://nsuworks.nova.edu/tqr/vol20/iss2/12
Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British Journal of Educational Psychology, 71(1), 115-132. doi: 10.1348/000709901158424
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spelling Atribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)http://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://purl.org/coar/access_right/c_abf2Gómez Bermeo, Laura Vanessa2021-01-19T20:56:24Z2021-01-19T20:56:24Z20182018-12Gómez Bermeo, L. V. (2018). El ambiente universitario como un entorno de aprendizaje constructivista para la educación media . En Perilla Granados, J.S.A. (comp.), Constructivismo ecléctico desde la reflexión curricular . (pp. 87- 110). Bogotá : Universidad Sergio Arboleda.978-958-5511-33-0http://hdl.handle.net/11232/1535instname:Universidad Sergio Arboledareponame:Repositorio Institucional Universidad Sergio Arboledarepourl:https://repository.usergioarboleda.edu.co/Parte de los componentes fundamentales a la hora de desarrollar proyectos educativos, es el entorno de aprendizaje y los elementos que lo componen. Desde el ambiente físico hasta la construcción de un entorno seguro, agradable e interesante para los alumnos, el ambiente de enseñanza constituye uno de los factores de impacto en el proceso educativo. Es por esto que además de brindar una locación para el desarrollo de los procesos de enseñanza-aprendizaje, es imperativo conocer el contexto de los estudiantes y crear condiciones que satisfagan sus necesidades y permitan el desarrollo óptimo de los procesos. Un ambiente efectivo y favorable para estudiantes de educación media necesita contar con elementos innovadores que les permita motivarse, participar activamente y progresar académicamente. Además, este entorno debe ofrecer retos y oportunidades para su desarrollo integral como individuo de la sociedad. Es por esto que entre más componentes didácticos y disruptivos, mayor impacto y respuesta positiva puede generarse a través del proceso educativo.23Digitalapplication/pdfspaUniversidad Sergio ArboledaEscuela de EducaciónConstructivismo ecléctico desde la reflexión curricularSerie Investigación1Bachman, L., y Bachman, C. (2011). A Study of Classroom Response System Clickers: Increasing Student Engagement and Performance in a Large Undergraduate Lecture Class on Architectural Research. Journal of Interactive Learning Research, 22(1), 5-21.Baeten, M., Kyndt, E., Struyven, K., y Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. doi: 10.1016/j.edurev.2010.06.001Bailey, R., Hughes, L. y Karp, M. (2002). What role can dual enrollment programs play in easing the transition between high school and postsecondary education? Journal for Vocational Special Needs Education, 24 (2), 18-29.Barnett, E., y Stamm, S. (2010) Dual Enrollment: A Strategy for Educational Advancement of all Students. Washington: Balckboard Institute.Brian, A. (2015). The Role of Academic Motivation and Engagement on the Relationship between Dual Enrolment and Academic Performance. The Journal of Higher Education, 86 (1), 98-126. doi: 10.1353/ jhe.2015.0005Bryman, A. (2012) Social Research Methods. Maidenhead: OUP.Brooks, J., y Brooks, M. (1993). In Search of Understanding: The case for constructivist classrooms. Alexandria, Virginia: ASCD.Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review. International Journal of Environmental & Science Education, 3(4), 193-206.Cavanagh, M. (2011). Students’ experiences of active engagement through learning activities in lectures. Active Learning in Higher Education, 12(1), 23-33. doi: 10.1177/1469787410387724Cetin-Dindar, A. (2016). Student Motivation in Constructivist Learning Environment. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 233-247. doi: 10.12973/eurasia.2016.1399aClaxton, G. (2013). School as an Epistemic Apprenticeship: The Case of Building Learning Power. Leicester: The British Psychological Society.Davis, R., Maher, C., y Noddings, N. (1990). Introduction: Constructivist views on the teaching and learning of mathematics. En Autores (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 7-18). Reston, Va: National Council of Teachers of Mathematics.Dochy, F., Segers, M., Van den Bossche, P., y Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. doi: 10.1016/S0959-4752(02)00025-7Educational International (EI), Europena Students’s Union –ESU– (2010). Student-Centred Learning. An Insight into Theory and Practice. Brussels: Education International, European Students’ Union.Engberg, M., y Wolniak, G. (2014). An Examination of the Moderating Effects of the High School Socioeconomic Context on College Enrollment. The High School Journal, 97(4), 240-263. doi: 10.1353/ hsj.2014.0004Entwistle, N. (1991). Approaches to learning and perceptions of the learning environment. Introduction to the special issue. Higher Education, 22, 201-204.Elen, J., Clarebout, G., Léonard, R. y Lowyck, J. (2007). Student-centred and teacher- centred learning environments: What students think. Teaching in Higher Education, 12(1), 105-117.Glasersfeld E. (1989). Constructivism in Education. En T. Husen, y T. N. Postlethwaite (Eds.), International encyclopedia of education. Supplement Volume 1, (pp. 162-163). Oxford: Pergamon Press.Gómez, L. (2016). Evaluation of a student-centred learning project in Colombia: Encouraging low-income students into higher education [Tesis de Maestría]. Bath Spa University, Inglaterra.Hannafin, M., Hill, J., y Land, S. (1997). Student-centered learning and interactive multimedia: Status, issues, and implications. Contemporary Education, 68(2), 94-99.Harris, C. (2004). Understanding the role of epistemological beliefs in post-graduate studies: Motivation and conceptions of learning in first-year law students [Tesis de doctorado]. University of Texas at Austin. Working paper.Harris, J., Spina, N., Ehrich, L., y Smeed, J. (2013) Literature review: Student- centred schools make the difference. Melburne: Australia Institute for Teaching and school Leadership.Jones, L. (2007). The student-centred classroom. Cambridge: Cambridge University Press.Jones, M., y Brader-Araje, L. (2002). The Impact of Constructivism on Education: Language, Discourse, and Meaning. American Comunicational Journal, 5(3), 1-10.Karp, M. (2012). “I don’t know, I’ve never been to college!” Dual enrollment as a college readiness strategy. New Directions for Higher Education, 2012(158), 21-28. doi: 10.1002/he.20011Lumpkin, A., Achen, R., y Dodd, R. (2015). Student perceptions of active learning. College Student Journal, 49(1), 121-133.Maclellan, E. (2008). The Significance of Motivation in student-centred learning: A Reflective Case Study. Teaching in Higher Education, 13(4), 411-421. doi: 10.1080/13562510802169681Mason, J, (2002) Qualitative Researching (2.a Ed.). London: SAGE Publications.Mathews, M. (1998). Constructivism in science education. Dordrecht: Kluwer.Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14-19. doi: 10.1037/0003-066X.59.1.14McClellan, J. (2013). Contributing to the Development of Student Leadership through Academic Advising. Journal of Leadership Education. 12(1), 207-233.Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.Miller, B. (2005). Pathways to success for youth: What counts in after-school? Boston, MA: United Way of Massachusetts Bay.Perna, L. (2006). Studying college access and choice: A proposed conceptual model. En J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research, Vol. XXI (pp. 99-157). The Netherlands: Springer.Piaget, J. (1967). Biologie et connaissance (Biology and knowledge). Paris: Gallimard.Piaget, J. (1970). Logic and psychology (translation, W. Mays). NY: Basic Books.Richards, A., y Monie, J. (2007). Readme first for a user’s guide to cualitative methods. (2.a Ed.) Thousand Oaks, CA: SAGE Publications.Saldaña, J. (2009). The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: SAGE Publications.Sambell, K., McDowell, L., y Brown, S. (1997). “But is it fair?” An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349-371. doi: 10.1016/S0191-491X(97)86215-3Stake, R. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.Vygotsky, L. (1978). Tool and symbol in child development’. En M. Cole, V. John Steiner, S. Scribner y E. Souberman (Eds.), Mind in Society: The development of higher psychological processes (pp. 99-174). Cambridge, Mass: Harvard University Press.Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. Recuperado de https://nsuworks.nova.edu/tqr/vol20/iss2/12Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British Journal of Educational Psychology, 71(1), 115-132. doi: 10.1348/00070990115842487110El ambiente universitario como un entorno de aprendizaje constructivista para la educación mediaConstructivismo (Educación)Métodos de enseñanzaAmbiente educativoArticulación de la enseñanzaEducación superiorAprendizajeEstudiantes de educación mediaConstructivism (Education)Educational methodSchool environmentArticulation (Education)Education, higherLearningHigh school studentsProgramas de matrícula dobleProcesos de aprendizajeDoble dual enrollmentLearning processeshttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_3248http://purl.org/redcol/resource_type/CAP_LIBCapítulo de LibroORIGINALEl ambiente universitario como un entorno de aprendizaje.pdfEl ambiente universitario como un entorno de aprendizaje.pdfcapítulo 4application/pdf3523306https://repository.usergioarboleda.edu.co/bitstream/11232/1535/1/El%20ambiente%20universitario%20como%20un%20entorno%20de%20aprendizaje.pdfd7c4d84297ed1247c134cbd797d6bf1cMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-81180https://repository.usergioarboleda.edu.co/bitstream/11232/1535/2/license.txt08af4d860568f825b35a06c69dc734dcMD52open accessTHUMBNAILEl ambiente universitario como un entorno de aprendizaje.pdf.jpgEl ambiente universitario como un entorno de aprendizaje.pdf.jpgIM Thumbnailimage/jpeg21906https://repository.usergioarboleda.edu.co/bitstream/11232/1535/3/El%20ambiente%20universitario%20como%20un%20entorno%20de%20aprendizaje.pdf.jpg54a06ccb2b1c2cfdee471f194b7fce58MD53open access11232/1535oai:repository.usergioarboleda.edu.co:11232/15352022-07-15 18:09:04.625open accessRepositorio Institucional Universidad Sergio Arboledadspace-help@myu.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