Teaching-learning methodologies in virtual education

Learning is a continuous and diverse process that requires knowledge and competencies to face life and the challenges of the 21st century, which became more acute due to the health emergency caused by Covid-19. In this sense, the implementation of active methodologies in virtual learning environment...

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Autor: Espinosa-Rodríguez, José
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:Ecuador
Institución:Universidad Central del Ecuador
Repositorio:Revista Cátedra
Idioma:español
OAI Identifier:oai:revistadigital.uce.edu.ec:article/3435
Acceso en línea:https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435
Access Level:acceso abierto
Palabra clave:aprendizaje
enseñanza
entornos virtuales de aprendizaje
metodologías activas
TAC
learning
teaching
active methodologies
LKT
virtual learning environment
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dc.title.none.fl_str_mv Teaching-learning methodologies in virtual education
Metodologías de la enseñanza-aprendizaje en la educación virtual
title Teaching-learning methodologies in virtual education
spellingShingle Teaching-learning methodologies in virtual education
Espinosa-Rodríguez, José
aprendizaje
enseñanza
entornos virtuales de aprendizaje
metodologías activas
TAC
learning
teaching
active methodologies
LKT
virtual learning environment
title_short Teaching-learning methodologies in virtual education
title_full Teaching-learning methodologies in virtual education
title_fullStr Teaching-learning methodologies in virtual education
title_full_unstemmed Teaching-learning methodologies in virtual education
title_sort Teaching-learning methodologies in virtual education
dc.creator.none.fl_str_mv Espinosa-Rodríguez, José
author Espinosa-Rodríguez, José
author_facet Espinosa-Rodríguez, José
author_role author
dc.subject.none.fl_str_mv aprendizaje
enseñanza
entornos virtuales de aprendizaje
metodologías activas
TAC
learning
teaching
active methodologies
LKT
virtual learning environment
topic aprendizaje
enseñanza
entornos virtuales de aprendizaje
metodologías activas
TAC
learning
teaching
active methodologies
LKT
virtual learning environment
description Learning is a continuous and diverse process that requires knowledge and competencies to face life and the challenges of the 21st century, which became more acute due to the health emergency caused by Covid-19. In this sense, the implementation of active methodologies in virtual learning environments (VLE) are a response to overcome the challenges presented in terms of the development of meaningful learning in non-face-to-face modalities and the innovation of pedagogical practice mediated by CT. Among the most commonly used methodologies in VLE are the case method, problem-based learning, project-based learning and the inverted classroom. In addition, there are techniques that allow "activating" learning moments, encouraging participation, collaborative work and the generation of content by students, thus favoring application over transmission of content. On the other hand, to effectively introduce ICT in the teaching-learning process through active methodologies involves transforming the educational practice from the change of roles (teacher and students) and their relationship with the digital domain, through the development of digital competencies. Finally, there are a large number of digital resources that can be used as part of active methodologies, whose objective will be to overcome the passive role of students and teachers as consumers of information, allowing them to adopt a more active role in the generation of new knowledge from the exchange with other web users.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-31
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info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435
10.29166/catedra.v5i1.3435
url https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435
identifier_str_mv 10.29166/catedra.v5i1.3435
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https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435/4351
https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435/4352
https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435/4353
dc.rights.none.fl_str_mv Derechos de autor 2022 Cátedra
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2022 Cátedra
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador
publisher.none.fl_str_mv Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador
dc.source.none.fl_str_mv Cátedra; Vol. 5 No. 1 (2022): Revista Cátedra; 19-31
Cátedra; Vol. 5 Núm. 1 (2022): Revista Cátedra; 19-31
2631-2875
reponame:Revista Cátedra
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reponame_str Revista Cátedra
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spelling Teaching-learning methodologies in virtual educationMetodologías de la enseñanza-aprendizaje en la educación virtualEspinosa-Rodríguez, Joséaprendizajeenseñanzaentornos virtuales de aprendizajemetodologías activasTAClearningteachingactive methodologiesLKTvirtual learning environmentLearning is a continuous and diverse process that requires knowledge and competencies to face life and the challenges of the 21st century, which became more acute due to the health emergency caused by Covid-19. In this sense, the implementation of active methodologies in virtual learning environments (VLE) are a response to overcome the challenges presented in terms of the development of meaningful learning in non-face-to-face modalities and the innovation of pedagogical practice mediated by CT. Among the most commonly used methodologies in VLE are the case method, problem-based learning, project-based learning and the inverted classroom. In addition, there are techniques that allow "activating" learning moments, encouraging participation, collaborative work and the generation of content by students, thus favoring application over transmission of content. On the other hand, to effectively introduce ICT in the teaching-learning process through active methodologies involves transforming the educational practice from the change of roles (teacher and students) and their relationship with the digital domain, through the development of digital competencies. Finally, there are a large number of digital resources that can be used as part of active methodologies, whose objective will be to overcome the passive role of students and teachers as consumers of information, allowing them to adopt a more active role in the generation of new knowledge from the exchange with other web users.El aprendizaje es un proceso continuo y diverso que requiere conocimientos y competencias para afrontar la vida y hacerles frente a los retos del siglo XXI, los cuales se agudizaron debido a la emergencia sanitaria derivada por la covid-19. En ese sentido, la implementación de metodologías activas en entornos virtuales de aprendizaje (EVA), son una respuesta para superar los retos presentados en cuanto al desarrollo de aprendizajes significativos en modalidades no presenciales y a la innovación de la práctica pedagógica mediadas por las Tecnologías del Aprendizaje y el Conocimiento (TAC). Entre las metodologías más utilizadas en los EVA se encuentran el método de casos, el aprendizaje basado en problemas, el aprendizaje basado en proyectos y el aula invertida. Adicionalmente, existen técnicas que permiten “activar” momentos de aprendizaje, fomentando la participación, el trabajo colaborativo y la generación de contenidos de los estudiantes, privilegiando así la aplicación por sobre la transmisión de contenidos. Por otro lado, para introducir de forma efectiva las TAC en el proceso de enseñanza–aprendizaje a través de las metodologías activas supone transformar la práctica educativa desde el cambio de roles (docente y estudiantes) y su relación con el dominio digital, a través del desarrollo de competencias digitales. Finalmente, existen una gran cantidad de recursos digitales que pueden ser utilizados como parte de las metodologías activas, cuyo objetivo será superar el rol pasivo de estudiantes y docentes como consumidores de información, permitiéndoles adoptar un rol más activo en la generación de nuevos conocimientos a partir del intercambio con otros usuarios de la web.Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador2022-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/zipapplication/ziphttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/343510.29166/catedra.v5i1.3435Cátedra; Vol. 5 No. 1 (2022): Revista Cátedra; 19-31Cátedra; Vol. 5 Núm. 1 (2022): Revista Cátedra; 19-312631-2875reponame:Revista Cátedrainstname:Universidad Central del Ecuadorinstacron:UCEspahttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435/4350https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435/4351https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435/4352https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/3435/4353Derechos de autor 2022 Cátedrainfo:eu-repo/semantics/openAccess2024-01-29T18:02:37Zoai:revistadigital.uce.edu.ec:article/3435Portal de revistashttps://revistadigital.uce.edu.ec/Universidad públicahttps://uce.edu.ec/**Ecuador*2631-28752631-2875opendoar:02024-01-29T18:02:37Revista Cátedra - Universidad Central del Ecuadorfalse
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