• A digital Gesell chamber: adjustments for professional practices in social isolation

      Universidad Autónoma de San Luis Potosí; Centro de Orientación Psicológica; Galán Jiménez, Jaime Sebastian F.; Universidad Autónoma de San Luis Potosí; Rodríguez Hernández, Blanca Araceli; Universidad Autónoma de San Luis Potosí; De León Posadas, Eva María; Universidad Autónoma de San Luis Potosí (Apertura, 2021-09-23)
      The aim of this study was to show the migration process, due to the covid-19 pandemic, of the psychotherapist training program provided by a psychological care center from a real Gesell chamber to a digital version. The method used was action-research with self-study from the practitioners and supervisor whom reported their experiences with this new mode of working. An informed consent was given to students and participants explaining the implications of the process and its limitations, as well as the intention to publish findings. As results: the digital Gesell chamber presented some technical difficulties; however, it was a useful and ethical response to continue with the training program, with broad benefit for users. What is more, it presented communication advantages that allowed the reflective group to intervene without interruption. In conclusion: the use of the digital chamber was an alternative that eased the supervision of practitioners as well as the optimal performance of psychological care during social isolation.
    • A methodological proposal for the Project design of the online course: Pilot application

      Marciniak, Renata; Universidad Autónoma de Barcelona (AperturaAperturaApertura, 2017-09-25)
      In order for an online course to be properly carried out it must be properly planned. The goal of this paper is to provide users with a methodology to design, assess and follow up a good quality online course project. The methodology proposes six phases to be followed in order to accomplish the task: Analysis of educational problem; justification and purposes of the project; proposal of project’s perspectives; education, operational and financial planning; project’s expected results, and project tracking and assessment. The proposed methodology allowed designing and carrying out the online course project called Rubrics for Assessment of Activities of e-Learning which was given at the Distance University of Poland. Even though the course was highly assessed by its participants, their comments imply the necessity of a more careful planning of the pedagogical components of the course. Despite this weakness, the project allowed to obtain answers to the main questions raised by decisions to be made when planning a course: What is intended to be done?, why?, what for?, how?, when?, by whom?, with what resources and funds? It is concluded that the proposed methodology may constitute a reference framework for the universities that wish to plan a high quality online course, both in Poland and in other countries.
    • Academic perception of barriers to the adoption of technological innovations during the covid-19 pandemic

      García Martínez, Verónica; Universidad Juárez Autónoma de Tabasco División Académica de Educación y Artes; Silva Payró, Martha Patricia; Universidad Juárez Autónoma de Tabasco División Académica de Ciencias y Tecnologías de la Información (Apertura, 2022-03-31)
      The objective of this research was to identify barriers to the adoption of a technological innovation perceived by professors at a public university in southeastern Mexico, in which a strategy for the use of virtual classrooms was implemented as a measure to address the social distancing forced by the covid-19 pandemic. A descriptive, non-experimental, cross-sectional, quantitative descriptive study was carried out in which two groups of incident factors were considered: intrinsic (attitudes and beliefs; knowledge and skills) and extrinsic (available resources and educational system). A questionnaire with 30 items was designed and measured with a Likert-type scale and applied to 805 teachers. The results showed that teachers perceive extrinsic barriers as the most important in adopting technological innovations, especially those related to equipment and connectivity, while intrinsic barriers are are mainly focused on the beliefs, so the early adopters and early majority profiles are distinguished.
    • Academic procrastination among online students. Validation of a questionnaire

      García Martínez, Verónica; UNIVERSIDAD JUÁREZ AUTÓNOMA DE TABASCO; Silva Payró, Martha Patricia; Universidad Juárez Autónoma de Tabasco (AperturaAperturaApertura, 2019-09-30)
      The objective of this study was to validate a questionnaire based on the Academic Procrastination Scale (EPA), consisting of 16 items, to which six more were added related to internet interactions during the development of academic activities. The research was quantitative, descriptive, non-experimental and cross-sectional; using a questionnaire with a Likert-type scale it was applied to 746 students from all the undergraduate education programs who study online courses at a public university in Tabasco, Mexico. The statistical analysis revealed that in the context of the study, the bifactorial structure of EPA (academic self-regulation and procrastination) was confirmed, nine items of the EPA scale were discarded and five procrasting and internet items, which were designed for research, were validated.
    • Academic research networks

      Contreras Hernández, Salvador; Ruiz Martínez, Julio César; Vázquez Mejía, Elizabeth Nanllely; Salazar Vázquez, Fernando Adolfo (AperturaApertura, 2013-01-22)
      Academic research networks allow you to manage the work of researchers, from communication to collaboration in research project development. These academic networks must rely on computer systems to perform their work efficiently and manage the knowledge generated by the investigators. The importance of academic networking is crucial and involves members of the community of researchers and university community in general, in the case of higher educational institutions, to become acquainted with the advances in research carried out in the institution, in addition to participating actively as researchers. The dissemination through publications of the progress and results of research is another element that allows academic networks supported by computer systems. 
    • Acercamiento epistemológico a la teoría del aprendizaje colaborativo

      Galindo González, Rosa María; Universidad de Guadalajara; Galindo González, Leticia; Universidad de Guadalajara; Martínez de la Cruz, Nadia; Universidad de Guadalajara; Ley Fuentes, Martha Georgina; Universidad de Guadalajara; Ruiz Aguirre, Edith Inés; Universidad de Guadalajara; Valenzuela González, Elizabeth; Universidad de Guadalajara (Apertura, 2013-01-22)
      El aprendizaje colaborativo es un sistema de interacciones cuidadosamente diseñado que organiza e induce la influencia recíproca entre los integrantes de un equipo para la construcción colectiva de significados comunes. Esta investigación documental muestra un panorama general de los fundamentos y las bases epistemológicas que lo sustentan desde diferentes paradigmas teóricos. Los antecedentes del aprendizaje colaborativo se remontan a la misma historia del hombre, que lo concibe como la expresión más representativa del socioconstructivismo educativo. Vigotsky, Piaget y Croock lo consideran como consecuencia de los procesos sociales y de interacción, y obtienen como beneficio la co-construcción de nuevos conocimientos o significados. La visión del aprendizaje colaborativo se percibe como la construcción de nuevos significados a partir de ciertos elementos clave: grupos pequeños, metas comunes, corresponsabilidad, el logro y la interacción social con los demás para la creación de nuevas alternativas en la solución de problemas. 
    • Adaptive Personalization in Academic Resources based on learning styles

      Varela Navarro, Gerardo Alberto (AperturaApertura, 2013-01-22)
      In the search of techniques that provide customization and adaptability to the needs of students in virtual learning environments, there have been developed areas such as Adaptive Educational Hypermedia Systems. Furthermore, in their need to offer a solution to the personalized needs for students, there have been adopted solutions for modeling learning styles for users of those systems. The objective of the present paper is to build an exploration of these possibilities to define the direction for future research to offer customization, adaptability and autonomy to the present and future virtual learning environments. 
    • Advantages of Law learning in online and semi-presential courses at the Autonomous University of Ciudad Juárez (México)

      Camarillo Hinojoza, Hugo Manuel; Universidad Autónoma de Ciudad Juárez; Barboza Regalado, Claudia Daniela; Educar para Triunfar. Sociedad civil (AperturaAperturaApertura, 2020-09-29)
      The purpose of this article is to present the findings obtained regarding the advantages of the learning process of the law students of the Autonomous University of Ciudad Juárez through online education. The article derives from a broader investigation in which a qualitative methodology with an interpretive approach was used. The development of skills in reading ability and comprehension, writing, as well as the capacity for analysis and synthesis through the preparation of essays, mental and conceptual maps, were identified as learning advantages under this educational modality. Also the development of library skills by searching for information on platforms and strengthening digital skills through the use of applications to develop materials and work that promote learning. In addition, it was found that learning law in virtual environments constitutes alternatives for people with disabilities or with health problems. It is concluded that the traditional teaching of law must be confronted to transmute to one characterized by the use of Information and Communication Technologies and the digital culture.
    • Advantages of Law learning in online and semi-presential courses at the Universidad Autónoma de Ciudad Juárez

      Camarillo Hinojoza, Hugo Manuel; Universidad Autónoma de Ciudad Juárez; Barboza Regalado, Claudia Daniela; Educar para Triunfar. Sociedad civil (Apertura, 2020-09-29)
      The purpose of this article is to present the findings obtained regarding the advantages of the learning process of the law students of the Universidad Autónoma de Ciudad Juárez through online education. The article derives from a broader investigation in which a qualitative methodology with an interpretive approach was used. The development of skills in reading ability and comprehension, writing, as well as the capacity for analysis and synthesis through the preparation of essays, mental and conceptual maps, were identified as learning advantages under this educational modality. Also the development of library skills by searching for information on platforms and strengthening digital skills through the use of applications to develop materials and work that promote learning. In addition, it was found that learning law in virtual environments constitutes alternatives for people with disabilities or with health problems. It is concluded that the traditional teaching of law must be confronted to transmute to one characterized by the use of Information and Communication Technologies and the digital culture.
    • Agosto 1991

      Autores, Varios (AperturaApertura, 2010-10-28)
      Boletín de Agosto de 1991
    • An approach towards a metodological model for the analysis of the discursive online interactions

      Colmenares, Ana Mercedes; Castillo, Nellys (AperturaAperturaApertura, 2010-10-28)
      This report summarizes the research and teaching experience developed in the course Evaluation, Subprogramme Master of Technical Education, administered under the mode of semi presence, during the academic period 2008-III. The group was comprised of 22 participating teachers and facilitator, all of that specialty. Among the strategies planned meetings dialogical interaction (whether in person) and two online forums (asynchronous), accompanied by the development of computer graphics, research projects and e-moderation (email), among others. Its purpose was to generate a methodological approach allowing the analysis of asynchronous discussion forums in online learning programmed within the development of the theme of the course. This model of analysis of interactions is an integration of categories and indicators from the model (2001), Järvelä (2002) and Garrison and Ansderson (2005). Selection of relevant discursive units according to the theme; Construction and / or adjusting categories, selection of discursive fragments that correspond to the identified categories, represented in units of analysis; Critical Analysis units of analysis; Reflective Approaches. The findings reveal that the most important holdings were centered on the size and Cognitive Presence in category Reflective Thinking. We conclude that the virtual forums are excellent tools that can be used by the teacher-tutors of online courses, to foster meaningful learning and collaboration, to analyze the contributions and inputs, and promote self and co-valuation of learning achieved, raise new questions, comments, thus contributing to the development of reflective thinking in their students.
    • An instrumental orchestration for online course at the university level

      Consejo Nacional de Ciencia y Tecnología; Orozco-Santiago, José; Instituto Politécnico Nacional; Cuevas-Vallejo, Carlos Armando; Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional (Apertura, 2021-09-23)
      In this article, we present a proposal for instrumental orchestration that organizes the use of technological environments in online mathematics education, in the synchronous mode for the concepts of eigenvalue and eigenvector of a first linear algebra course with engineering students. We used the instrumental orchestration approach as a theoretical framework to plan and organize the artefacts involved in the environment (didactic configuration) and the ways in which they are implemented (exploitation modes). The activities were designed using interactive virtual didactic scenarios, in a dynamic geometry environment, guided exploration worksheets with video and audio recordings of the work of the students, individually or in pairs. The results obtained are presented and the orchestrations of a pedagogical sequence to introduce the concepts of eigenvalue and eigenvector are briefly discussed. This work allowed us to identify new instrumental orchestrations for online mathematics education.
    • An inter-institutional development experience in a MOOCs for in-service teachers

      Secretaría de Educación Pública; Subsecretaría de Educación Superior; Comunidades Digitales para el Aprendizaje en la Educación Superior (CODAES); Convocatoria 2016.; Tinajero Villavicencio, María Guadalupe; Universidad Autonoma de Baja California; Mata Santel, Jaqueline; Benemérita Universidad Autónoma de Puebla; Villaseñor Palma, Karla Monserrat; Benemérita Universidad Autónoma de Puebla; Carrasco Altamirano, Alma Cecilia; Benemérita Universidad Autónoma de Puebla (AperturaAperturaApertura, 2019-03-29)
      This article presents some of the conceptual and methodological aspects concerning the design of a MOOC for in-service primary school teachers. Upon receiving the Codaes-Descaes support, researchers and students from three public universities established a development program based on phases, which basically consisted in articulating a design approach, a management model and an organizational structure. The focus centers on the management strategy used to merge intra and inter-institutional work from specialists from different fields of knowledge. We also present the MOOC contents on Initial Literacy, and discuss the importance of summing up efforts to develop digital learning resources and maximizing the Open Educational Resources according to the affordances of the platform that will host the MOOC.
    • An open channel in higher education? MOOC and OER in the digital world

      Nobre, Ana Maria; Universidade Aberta - Portugal; Mallmann, Elena Maria (AperturaAperturaApertura, 2017-09-25)
      Pedagogical innovation mediated by educational technology in the digital world is one of the contemporary challenges in higher education. Therefore, the aim is to present a reflexion about the contribution and didactic organization of Open Educational Resources (OER) and Massive Open Online Courses (MOOC). Parameterized by procedures of the case study, we analyze the data from two international MOOC that focused on the theme OER. As a result of active participation in the courses, we registered the course plans, teaching materials, assessment methodology, learning activities and the interaction between participants and sharing online. It revealed a diversified didactic elements in MOOC with an emphasis on video and variation between working hours, type and number of weekly activities. Although OER and MOOC already are concrete possibilities for online university education in the digital world, with great demand, it is necessary to invest in institutional policies to consolidate the open education.
    • Analysing knowledge building strategies in personal learning environments

      Ordaz Guzmán, Teresa; Universidad Autónoma de Querétaro; González Martínez, Juan (AperturaAperturaApertura, 2019-09-30)
      In a logic of transformation and reformulation of teaching processes in Universities, Personal Learning Environments (PLE) are proposed in order to integrate formal learning into a  roader and customizable formative framework based on the resources, interactions and tools used to learn (Adell et al., 2018; Chatti et al., 2010; Halimi et al., 2014; Manso-Vázquez & Llamas-Nistal, 2015; Salinas, 2013). This study aims to analyze the learning strategies of higher education students in the conformation of a PLE. The results show that the formal educational processes of the student body are linked to traditional, face-to-face education with low use of Information and Communication Technologies to complement their training.
    • Analysis of interactions in learning forums

      Padilla Partida, Siria; Hernández Mariscal, Raúl (AperturaApertura, 2013-01-22)
      The present research aims to analyze whether the use of discussion forums to support a course in a university who works in a mixed approach, may provide support the construction of knowledge. We inquire what kind of interactions promotes the teacher to support the construction of knowledge in online forums and what degree of knowledge construction can achieve forum participants according to the model of Gunawardena, Lowe and Anderson (1997). In the results found low levels in construction of knowledge, because about 80% of the messages sent in the forums only reach level two: Gunawardena, Lowe and Anderson (1997) they refers share and compare information and search for dissonances in the exchange of ideas, students do not reach move to higher levels of collective construction of knowledge, confirming the findings of other research in the sense that it takes more than one interaction to achieve a collective construction of knowledge. 
    • Analysis of the perception of teachers, users of an educational platform, through the models: TPACK, SAMR and TAM3 in a Higher Education Institution

      CONACYT; Samperio Pacheco, Victor Manuel; Universidad Autónoma de Querétaro; Barragán López, Jorge Francisco (AperturaAperturaApertura, 2018-03-23)
      This paper presents the results of the research that analyzed the perception of the educational benefit of users of the Learning Management System (LMS) Blackboard that is used at the Autonomous University of the State of Hidalgo (UAEH), taking as a central axis the question: What is the benefit of the learning management system as a technological tool in the educational process of UAEH? For this, the analysis was performed based on the models: TPACK by Mishra & Koehler (2006), SAMR model developed by Puentedura (2006) and TAM3 developed by Venkatesh & Bala (2008). Methodologically it is a multiple case study, where several cases are used simultaneously to explore and describe a reality. Three teachers of the Campus Tlahuelilpan of the UAEH participated in the semi-structured interview, which constituted the technique for obtaining data. The results indicate the need for an adequate training, not only in the technological, but also in the pedagogical and curricular; adequate infrastructure and changes in institutional policies, among others. This responds to the theoretical models mentioned above. It is suggested that Higher Education Institutions take into account this results when implementing a Learning Management System as a support in the educational process.
    • Analysis of use of virtual spaces in higher education

      Pérez García, Édgar Alfonso; Universidad Autónoma de San Luis Potosí; Rodríguez Sánchez, José de Jesús; Universidad Autónoma de San Luis Potosí (Apertura, 2022-03-31)
      This work aims to know how the trend in the use of virtual spaces is, from the proposals is of incorporating technology in the teaching practice in Higher Education and knows if the level of use of information and communication technologies (ICT) affects the design and development of the proposals. In this work was used a correlative transactional methodology and the process was concurrent by complementation with a group of professors from a Mexican public university. We observed that sending and receiving documents is the most used dynamic and that, the main obstacles and difficulties are get internet accessibility and the connection speeds. The main learning activity used is creating individual documents. We concluded that, the level of skill in use of ICT that the teacher considers having does not improve the integration of technologies inside of teaching practice, and that the use of virtual spaces is oriented towards instrumental aspects (do not spent paper, automatic evaluation, and others), the possibility of structuring pedagogical proposals with integration of ICT that seek to improve the teaching and learning process in students is left aside.
    • Análisis de competencias a partir del uso de las TIC

      López de la Madrid, María Cristina; Flores Guerrero, Katiuzka (AperturaApertura, 2010-11-10)
      Los cambios que se han producido en las formas de contratación han sido drásticos en diferentes regiones del mundo. Los requerimientos de los empleadores se modifican a medida que cambian las reglas del juego de la sociedad globalizada, debido a que las competencias tienen que adaptarse a las necesidades económicas, sociales y políticas del momento. Ante tales variaciones, las universidades han tenido que generar estrategias que les permitan formar egresados capaces y preparados para insertarse en el mercado laboral, con las exigencias que ello implica: contar con conocimientos flexibles, capacidad de adaptación permanente al cambio y con la posibilidad de una autoformación permanente.Algunas de esas estrategias están relacionadas con la inclusión de tecnologías de la información en los programas académicos. En el presente estudio, se describen las diversas competencias necesarias para la vida, desde el punto de vista de varios autores. Asimismo, se analizó la relación que se establece entre los resultados del Examen General para el Egreso de la Licenciatura (egel, que evalúan los conocimientos indispensables y algunas habilidades que debe mostrar un recién egresado de los estudios de licenciatura), aplicado por el Centro Nacional de Evaluación para la Educación Superior (ceneval), durante los años 2004 y 2005 en las carreras de Negocios Internacionales y Derecho del Centro Universitario del Sur, de la Universidad de Guadalajara, y el desarrollo de conocimientos y habilidades a partir del trabajo con cursos en línea ofrecidos en ambas carreras; para tal efecto se consideraron las áreas de evaluación propuestas por el ceneval en relación a los cursos en línea implementados. Este trabajo aportará elementos que demuestran cómo los cursos en línea, o a distancia, son tan válidos como los cursos presenciales, pues existe una creencia generalizada de que si el estudiante no está cinco o más horas diarias dentro de un aula de clase, su aprendizaje no es confiable.
    • Análisis de la percepción de docentes, usuarios de una plataforma educativa a través de los modelos TPACK, SAMR y TAM3 en una institución de educación superior

      CONACYT; Samperio Pacheco, Victor Manuel; Universidad Autónoma de Querétaro; Barragán López, Jorge Francisco (AperturaAperturaApertura, 2018-03-23)
      Este documento da a conocer los resultados de una investigación donde se analizó la percepción del beneficio educativo de los docentes usuarios del Sistema de Administración del Aprendizaje (también denominado Learning Management System o LMS por sus siglas en inglés) Blackboard, que se utiliza en la Universidad Autónoma del Estado de Hidalgo (UAEH). Se tomó como eje central la pregunta ¿cuál es el beneficio de utilizar un LMS como herramienta tecnológica en el proceso educativo de la UAEH? Se realizó un análisis con base en los modelos: Technological Pedagogical Content Knowledge (TPACK), Sustitución Aumento y Modificación (SAMR) y el Modelo de Aceptación Tecnológica versión 3 (TAM3). Los datos fueron analizados con base en las dimensiones teóricas de los modelos antes mencionados. Es un estudio de caso múltiple donde se usan varios casos a la vez para estudiar y describir una realidad. En esta investigación participaron tres docentes del campus Tlahuelilpan de la UAEH. Se utilizó una entrevista semiestructurada que constituyó preponderadamente la técnica para la obtención de datos. De los resultados obtenidos se concluye que el LMS, si bien aporta muchos beneficios para los usuarios, es necesario modificar algunas políticas en la institución para fomentar el conocimiento tecnológico, pedagógico y de contenido en los profesores.