Blended learning: new challenges for good education
This research is framed in a full virtual institutional context due to the COVID-19 lockdown, andin a curricular change scenario. In this teaching context, we had to approach the student’s realitywhich was going through multiple changes. In that framework, students had a high level of digitalknowled...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Ciencias Económicas de la Universidad Nacional del Nordeste - UNNE
2024
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/rfce/article/view/7576 |
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| Sumario: | This research is framed in a full virtual institutional context due to the COVID-19 lockdown, andin a curricular change scenario. In this teaching context, we had to approach the student’s realitywhich was going through multiple changes. In that framework, students had a high level of digitalknowledge and lack of university experience. Therefore, the question was: How do we implementa meaningful learning method that allows us to bring these two extremes together? Beingaware that answering this question is the new challenge of good teaching, we have developedthis article to show the results obtained from our experience in the virtual teaching of Public Lawduring the year 2020, in the Promotional Regime, in the careers of Public Accountant, Bachelorin Administration and Bachelor in Economics, at the School of Economic Sciences from the Universidad Nacional del Nordeste, Argentina. This study dates from the first pandemic year, when we observed that the student’s environment defied the objective of achieving significant learning. Due to the impossibility of developing face-to-face classes, virtual classes, also called remote face-to-face classes in this work, was implemented exclusively. This was a new experience that made us rethink the practices developed in teaching, to stand up for a constructivist pedagogical perspective of learning and to understand that technological tools were not only means to an end, but contexts that were facilitating the teaching-learning processes. Finally, we will demonstrate that, in this context, pedagogical mediation is the key to achieve a propriate educational design so is the element that provides dynamic tools within the teaching function. |
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