scholarly journals Mapeamento das tendências de investigação em Educação a Distância e Elearning, na década 2004-2013: estudo exploratório no contexto português

2018 ◽  
Vol 34 (1) ◽  
pp. 53
Author(s):  
Lina Morgado ◽  
Angelina Costa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Research Process ◽  
Academic Community ◽  
Construction Of Knowledge ◽  
Enseñanza Superior ◽  
Educación A Distancia ◽  
New Public ◽  
E Learning ◽  
The Relationship

Resumo: O ensino superior vive complexos momentos de mudança à escala mundial. O desenvolvimento exponencial das tecnologias e, consequentemente, da educação a distância e do elearning, os novos públicos que têm acesso a este nível de ensino, o facto de ser, pela sua natureza, um espaço de inovação na relação e construção do conhecimento, os desenvolvimentos científicos, concretamente na área da educação e das tecnologias, são fatores que têm feito emergir necessidades de análise, de avaliação e de reflexão da produção científica, tornando-as tarefas substanciais da comunidade académica. Com este artigo pretende-se esboçar alguns cenários de futuro na educação a distância e elearning, no ensino superior, olhando para a situação de Portugal no contexto europeu. Foram definidos três momentos de investigação. Num primeiro momento, pretende-se delinear o estado da arte da investigação sobre educação a distância e elearning, no ensino superior, mas ir para além dele, num segundo momento, convocando a discussão e a reflexão dos protagonistas no processo. Num terceiro momento, pretende-se confrontar as perspetivas nacionais com as perspetivas de especialistas europeus neste domínio. Os resultados que agora se apresentam constituem ainda um trabalho em progresso e por isso com resultados preliminares e parciais da primeira fase de investigação.Palavras-chave: educação a distância, elearning, ensino superior, investigação, gestão, inovação Abstract: Higher education experiments complex moments of change to a worldwide extent. With the exponential development of technology and, therefore, the distance education and learning, where a new public has access to this level of education. Other factors like being, by its nature, a space for innovation in the relationship and construction of knowledge, scientific developments, particularly in education and technology, contribute to emerging needs analysis, evaluation and reflection of the scientific production, making it the substantial tasks of the academic community. This study aims to outline scenarios of future in distance education and e-learning, in higher education, looking at Portugal's position in the European context. It has been defined three stages of the investigation. Initially, it is intended to outline the state of the art of research on distance education and e-learning, in higher education, but go beyond, in a second moment, summoning discussion and reflection of the protagonists in the process. Thirdly, the prospects of national and European perspectives of specialists in this field will be faced up. Still, in the research process, we present here the global design of the study and preliminary and partial results of phase one of the research.Keywords: distance education, e-learning, higher education, research projects, management, innovation Resumen: La enseñanza superior vive complejos momentos de cambio a escala mundial. El desarrollo exponencial de las tecnologías y, por consiguiente, de la educación a distancia y del elearning, los nuevos públicos que tienen acceso a este nivel de enseñanza, el hecho de ser, por su naturaleza, un espacio de innovación en la relación y la construcción del conocimiento, los desarrollos científicos, concretamente en el ámbito de la educación y de las tecnologías, son factores que han hecho emerger necesidades de análisis, de evaluación y de reflexión de la producción científica, haciéndolas tareas sustanciales de la comunidad académica. Con este artículo se pretende esbozar algunos escenarios de futuro en la educación a distancia y e-learning en la educación superior, mirando la situación de Portugal en el contexto europeo. Se definieron tres momentos de investigación. En un primer momento, se pretende delinear el estado del arte de la investigación sobre educación a distancia y elearning, en la enseñanza superior, pero ir más allá de él, en un segundo momento, convocando la discusión y la reflexión de los protagonistas en el proceso. En un tercer momento, se pretende confrontar las perspectivas nacionales con las perspectivas de expertos europeos en este ámbito. Los resultados que ahora se presentan constituyen todavía un trabajo en progreso y por ello con resultados preliminares y parciales de la primera fase de investigación.Palabras-clave: educación a distancia, elearning, enseñanza superior, investigación, gestión, innovación

scholarly journals Higher education distance learning and e-learning in prisons in Portugal

Comunicar ◽  
2017 ◽  
Vol 25 (51) ◽  
pp. 39-49 ◽  
Author(s):  
José-António Moreira ◽  
Angélica Reis-Monteiro ◽  
Ana Machado
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Personal Development ◽  
Qualitative Methodology ◽  
Bologna Process ◽  
Access To Higher Education ◽  
Enseñanza Superior ◽  
Educación A Distancia ◽  
E Learning ◽  
The Bologna Process

Higher Education in Europe has undergone massive changes due to technological advancements and changes resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires a flexible and inclusive training offer focused on the student. These are the primary aims of Distance Learning at the Open University of Portugal. The aim of this paper is to understand the viewpoints of twenty-six respondents (students, applicants to courses and senior rehabilitation technicians) on the reality of Higher Education in Distance Learning and e-Learning in a Portuguese prison. This study occurs in a context of a non-positivist paradigm, placing the emphasis on the perception of individuals through a qualitative methodology. The results obtained from interviews show that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers. The conclusion is that it is essential to provide better conditions for prisoners to receive this type of education, as it can be an opportunity for obtaining professional qualification and for personal development, thus increasing their prospects of success in the future. La enseñanza superior en Europa ha venido experimentando grandes transformaciones gracias a los avances tecnológicos y a los cambios derivados del proceso de Bolonia, que prevé la creación de condiciones para que todos tengan acceso al aprendizaje, independientemente de factores de exclusión social, como la reclusión. La subsiguiente masificación del acceso a la Enseñanza Superior exige una oferta educativa flexible, centrada en el estudiante e inclusiva: son estas las prioridades de la Educación a Distancia de la Universidade Aberta en Portugal. Este artículo tiene como objetivo conocer las impresiones de veintiséis individuos (estudiantes, candidatos a estudiantes y técnicos superiores de reeducación) sobre la realidad de la Enseñanza Superior en la modalidad de Educación a Distancia y aprendizaje virtual (e-Learning) en una cárcel portuguesa. Este estudio se encuadra en un paradigma no positivista y hace hincapié en la percepción de los individuos, recurriendo a una metodología de carácter cualitativo. Los resultados, obtenidos mediante entrevistas, revelan la existencia de enormes debilidades y limitaciones en el proceso educativo, debido, sobre todo, a la falta de instalaciones y medios, recursos pedagógicos y tecnológicos, y apoyo de los profesores. Se ha concluido que es fundamental crear mejores condiciones de asistencia a distancia en las cárceles, porque esta formación superior puede ser una oportunidad de cualificación profesional y desarrollo personal, que incrementa sus perspectivas de éxito en el futuro.

scholarly journals Quality Assurance, Open and Distance Learning, and Australian Universities

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Ian C. Reid
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Instruction ◽  
The Relationship ◽  
Education Quality Assurance ◽  
Australian Universities

<P>Open and distance education has integrated quality assurance processes since its inception. Recently, the increased use of distance teaching systems, technologies, and pedagogies by universities without a distance education heritage has enabled them to provide flexible learning opportunities. They have done this in addition to, or instead of, face-to-face instruction, yet the practice of quality assurance processes as a fundamental component of distance education provision has not necessarily followed these changes. </P> <P>This paper considers the relationship between notions of quality assurance and open and distance education, between quality assurance and higher education more broadly, and between quality assurance and the implementation of recent quality audits in Australian universities. The paper compares quality portfolios submitted to the Australian Universities Quality Agency by two universities, one involved in distance education, the other not involved. This comparison demonstrates that the relationship is variable, and suggests that reasons for this have more to do with business drivers than with educational rationales. </P> <P><STRONG>Keywords: </STRONG>distance education, quality assurance, online learning, e-learning, audit, higher education</P>

scholarly journals NORMATIVAS REGULATÓRIAS DOS CURSOS DE ENFERMAGEM A DISTÂNCIA: AÇÕES E REAÇÕES DO CONSELHO FEDERAL DE ENFERMAGEM

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Dorisdaia Carvalho De Humerez ◽  
Manoel Carlos Neri Da Silva ◽  
Rosali Isabel Barduchi Ohl ◽  
Jose Vitor Jankevicius ◽  
Orlene Veloso Dias ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Nursing Education ◽  
Enseñanza Superior ◽  
Educación A Distancia ◽  
Government Websites ◽  
Distance Courses ◽  
Education Courses ◽  
Education In Brazil

Objetivo: Analisar a regulação da Educação a Distância em cursos de Enfermagem no Brasil e as ações e reações do Conselho Federal de Enfermagem. Metodologia: Trata-se de um estudo exploratório, descritivo e analítico, por meio da técnica de investigação documental em sites governamentais, elegendo o campo das políticas públicas brasileiras de educação de Enfermagem. Resultados: Frente aos inúmeros cursos, surgiu uma vasta legislação da Educação a Distância que, ao longo do tempo, flexibilizou os requisitos. Pode-se observar que há uma distorção entre o número de vagas na modalidade à distância e o número de matrículas efetivadas. Conclusão: A legislação sobre o ensino à distância no Brasil sofreu várias atualizações e flexibilizações. O Conselho Federal de Enfermagem expõe sua preocupação com a qualidade do ensino superior brasileiro, em especial com a modalidade à distância, inaceitável para a formação de profissionais de saúde, em especial de Enfermagem.Descritores: Enfermagem, Avaliação Educacional; Instituições de Ensino Superior; Educação em Enfermagem; Educação a Distância.REGULATORY STANDARDS OF NURSING DISTANCE COURSES: ACTIONS AND REACTIONS OF THE FEDERAL COUNCIL OF NURSINGObjective: To analyze the regulation of distance education courses in Nursing in Brazil and the actions and reactions of the Federal Nursing Council. Methodology: This is an exploratory, descriptive and analytical study, through the technique of documentary research in government websites, electing the field of Brazilian public policies of higher education. Results: In front of the numerous courses, a vast legislation appeared, seeking to demand flexible requirements in Distance Education. Conclusion: The Legislation on distance education in Brazil has undergone several updates and has become more flexible. The Federal Nursing Council expresses its concern about the quality of Brazilian higher education, especially with the modality in distance, unacceptable for the training of health professionals, especially Nursing.Descriptors: Nursing; Educational Evaluation; Higher Education Institutions; Nursing Education; Distance Education.NORMAS REGULADORAS DE CURSOS A DISTANCIA DE ENFERMERÍA: ACCIONES Y REACCIONES DEL CONSEJO FEDERAL DE ENFERMERÍAObjetivo: Analizar la regulación de la Educación a distancia en cursos de Enfermería en Brasil y las acciones y reacciones del Consejo Federal de Enfermería. Metodología: Se trata de un estudio exploratorio, descriptivo y analítico, por medio de la técnica de investigación documental en sitios gubernamentales, eligiendo el campo de las políticas públicas brasileñas de educación de la enseñanza superior. Resultados: Frente a los innumerables cursos, surgió una vasta legislación buscando exigir en la Educación a distancia requisitos flexibilizados. Conclusión: La Legislación sobre la enseñanza a distancia en Brasil sufrió varias actualizaciones y flexibilizaciones. El Consejo Federal de Enfermería expone su preocupación por la calidad de la enseñanza superior brasileña, en especial con la modalidad en la distancia, inaceptable para la formación de profesionales de salud, en especial de Enfermería.Descriptores: Enfermería; Evaluación Educativa; Instituciones de Enseñanza Superior; Educación en Enfermería; Educación a Distancia.

Administrative-Related Evaluation for Distance Education Institutions in Turkey

2018 ◽  
pp. 263-288 ◽  
Author(s):  
Uğur Demiray ◽  
Gülay Ekren
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Distance Education ◽  
Continuing Education ◽  
Education Level ◽  
Administrative Staff ◽  
Mode 2 ◽  
Learning Programs ◽  
E Learning ◽  
It Departments

This chapter intends to determine the existing status of distance education at higher education level in Turkey. Recently, there are various institutions in Turkey which provide distance education such as distance education research and application centers, information departments, continuing education centers, head of IT departments etc. However, little is known about their administrative related structuring. This chapter provides a qualitative research which aims to answer following issues: (1) to determine the existing distance learning programs and compulsory joint courses being provided in distance mode, (2) to identify varying titles given to the institutions or units which provide compulsory joint courses or programs in higher education, (3) to determine the LMSs used to provide distance education, (4) to determine e-learning activities in distance education institutions, (5) to identify the roles of administrative staff in distance education institutions.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

scholarly journals Educação a Distância no Brasil: a expansão vertiginosa

2018 ◽  
Vol 34 (1) ◽  
pp. 73
Author(s):  
Jaime Giolo
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teacher Training ◽  
Social Service ◽  
Educación Superior ◽  
Educacion Superior ◽  
Brazilian Society ◽  
Educación A Distancia ◽  
Using Data ◽  
Education In Brazil

Resumo: Este estudo analisa a trajetória da educação a distância no Brasil, utilizando os dados do Censo da Educação Superior do INEP. Esses dados mostram como a educação a distância expandiu-se de forma acelerada, conduzida pela iniciativa privada, que detêm, hoje, mais de 90% das matrículas. A educação a distância se destina aos segmentos populares da sociedade brasileira e, por isso, oferece cursos baratos, breves e de baixa qualidade e se concentram nas áreas de formação de professores, administração e serviço social. Nessas áreas, a educação a distância está criando sérios problemas para os cursos presenciais, podendo, mesmo inviabilizá-los ao longo dos anos. Nesse sentido, este trabalho se constitui num alerta sobre os dilemas que a educação a distância está produzindo no Brasil.Palavras-chave: Educação a distância; Educação superior; Privatização da educação. Abstract: This study analyzes the trajectory of distance education in Brazil, by using data from the Higher Education Census of INEP. These data show how distance education has expanded rapidly, driven by the private enterprise, which now holds more than 90% of enrollments. Distance education aims at the popular segments of Brazilian society and, therefore, offers cheap, short and low-quality courses and focuses on the areas of teacher training, administration and social service. In these areas, distance education is creating serious problems for classroom courses, and may even make them unfeasible over the years. In this sense, this work constitutes an alert about the dilemmas that distance education is producing in Brazil.Keywords: distance education; higher education; privatization of education. Resumen: Este estudio analiza la trayectoria de la educación a distancia en Brasil, utilizando los datos del Censo de Educación Superior del INEP. Estos datos muestran cómo la educación a distancia se ha ampliado de forma acelerada, conducida por la iniciativa privada, que actualmente posee más del 90% de las matrículas. La educación a distancia se destina a los segmentos populares de la sociedad brasileña y, por eso, ofrece cursos baratos, breves y de baja calidad y se concentran en las áreas de formación de profesores, administración y servicio social. En esas áreas, la educación a distancia está creando serios problemas para los cursos presenciales, pudiendo, incluso inviabilizarlos a lo largo de los años. En ese sentido, este trabajo se constituye en una alerta sobre los dilemas que la educación a distancia está produciendo en Brasil.Palabras clave: Educación a distancia; Educación superior; Privatización de la educación.

scholarly journals Luchas de auto-afirmación disciplinar en la universidad francesa de la Tercera República: el debate Simiand-Seignobos

2020 ◽  
pp. 191
Author(s):  
David J. Domínguez González
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Human Sciences ◽  
Scientific Practices ◽  
Enseñanza Superior ◽  
Siglo Xx ◽  
The Relationship ◽  
Epistemological Aspect

En este artículo revisaremos el clásico debate que enfrentó a Simiand y Seignobos en la primera década del siglo XX. Por lo general, la imagen oficial del asunto retiene sólo el aspecto epistemológico de la disputa. Se recuerda a esta última por la crítica de Simiand a los determinismos implícitos (ídolo político, individual, cronológico) en el método de los historiadores. Lo que se propone, sin embargo, en este texto es un cambio de mirada en la comprensión de esta disputa intelectual. Lejos de agotar el interés en la confrontación sobre las prácticas científicas normales, se procederá a insertar la disputa en el marco de una lucha más amplia que opone dos candidaturas (sociología e historia) a la hegemonía de las ciencias humanas de la universidad francesa. Para ello es preciso analizar qué margen de cobertura institucional detentaba en ese momento la disciplina histórica y la sociología en el marco de la enseñanza superior republicana. Por último, se reflexiona sobre la falta de simetría que caracterizó a la relación entre ambas disciplinas, para concluir que tal disparidad quizá sea la causa del semifracaso del ataque durkheimiano frente a los historiadores. In this article we will review the classic(well-known/traditional) debate faced by Simiand and Seignobos in the first decade of the 20th century. Generally, the epistemological aspect of the dispute is considered the main matter at stake. The debate is usually remembered due to Simiand’s critique on the implicit determinisms (political, individual, chronological idol) in the historians’s method. Nevertheless, the purpose of this article is to suggest a change of look in understanding this intellectual dispute. Far from exhausting the discussion on normal scientific practices’ confrontation, the dispute will be studied within the framework of a broader struggle in which two candidatures (sociology and history) strives for the hegemony of the human sciences of the French university. To that end, it is necessary to analyze which institutional spaces were respectively filled by the historical and by the sociological discipline within the framework of the republican higher education. Finally, we will reflect on the lack of symmetry that characterized the relationship between both disciplines, to conclude that such disparity may be the cause of the semi-failure of the Durkheimian attack against the historians.

scholarly journals Consórcio Cederj: A História da Construção do Projeto

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Rio De Janeiro ◽  
New Technologies ◽  
Historical Context ◽  
The Public ◽  
History Of ◽  
E Learning ◽  
Traditional Institutions ◽  
Education In Brazil

O Estado do Rio de Janeiro, juntamente com as universidades públicas (federais e estaduais) sediadas neste estado, iniciou no período 1999-2000 a construção do consórcio Cederj. Neste artigo são apresentados alguns aspectos importantes que influenciaram decisivamente no planejamento inicial desse projeto, tais como o contexto histórico da Educação a Distância no Brasil e em outros países, a situação do ensino superior no Brasil à época, mostrando que a metodologia de Educação a Distância passava por uma transição entre instituições tradicionais? e instituições que iniciavam oferta de cursos com e-learning sob influência das novas tecnologias. É também descrito o desenho acadêmico do projeto inicial, com a distribuição de oferta de cursos semipresenciais no ensino superior nas instituições públicas e os resultados da implementação dos primeiros cursos, que geraram grandes desafios para a continuidade do projeto, considerado um dos casos mais bem-sucedidos dos dias atuais.Palavras-chave: Consórcio Cederj, Fundação Cecierj, História da EaD no Brasil, Darcy Ribeiro, e-learning, Ensino superior, Educação pública. Cederj Consortium: The History of Project ConstructionAbstractThe State of Rio de Janeiro, together with the public universities (federal and state ones) in this referred state, began in 1999-2000 the construction of the Cederj consortium. This article presents some important aspects that influenced decisively the initial planning of this project, such as the historical context of Distance Education in Brazil and in other countries, the situation of higher education in Brazil at the time, showing that the methodology of Distance Education went through a transition between "traditional" institutions and institutions that started offering e-learning courses under the influence of new technologies. It is also described the academic design of the initial project, with the distribution of the offer of blended courses in higher education in public institutions and the results of the implementation of the first courses, which generated great challenges for the continuity of the project, considered one of the most well case nowadays.Palavras-chave: Cederj consortium, Cecierj Foundation, History of EaD in Brazil, Darcy Ribeiro, e-learning, Higher education, Public education.

scholarly journals Efetividade das Estratégias de Ensino no Desenvolvimento das Competências de Estudantes do Curso de Administração

REVISTA PLURI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 293
Author(s):  
Katia Maria Rocha de Lima
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
The World ◽  
E Learning ◽  
On Line ◽  
Different Levels

O objetivo desta investigação é estruturar um modelo que avalie a efetividade das estratégias de ensino (tradicional, online e hibrido) utilizadas para o desenvolvimento das competências dos estudantes de graduação em administração, observando o perfil do estudante e o estilo de aprendizagem. A aprendizagem online, baseada no e-learning, tem desempenhado um papel fundamental no ensino e aprendizagem, que se torna cada vez mais popular não apenas em diferentes níveis escolares, mas também em várias instituições de educação superior em todo o mundo (Nedungadi & Raman, 2012). Nesse contexto, a educação a distância emerge como uma oportunidade que pode ampliar as possibilidades de aprendizagem do estudante, implementando ensino totalmente a distância ou no modelo híbrido.Palavras-Chave: Modelos de aprendizagem, e-learning, tradicional, on-line, híbrido.Abstract:The objective of this research is to structure a model that evaluates the effectiveness of teaching strategies (traditional, online and hybrid) used for the development of Administration course undergraduate students’ skills, observing student’s profile and his/her learning style. Online learning, based on e-learning, has played a key role in teaching and learning, which is becoming increasingly popular not only at different levels of education but also in several higher education institutions around the world (Nedungadi & Raman, 2012). In this context, distance education emerges as an opportunity that can broaden students’ learning possibilities, implementing distance education or the hybrid model.

scholarly journals empleo de videotutoriales en la era post COVID19: valoración e influencia en la identidad docente del futuro profesional

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Juan Pablo Hernández-Ramos ◽  
Fernando Martínez-Abad ◽  
José Carlos Sánchez-Prieto
Keyword(s):  
Higher Education ◽  
School Year ◽  
Enseñanza Superior ◽  
Aprendizaje Virtual ◽  
Video Tutorials ◽  
The One ◽  
Teaching Learning ◽  
High Level ◽  
Educational Potential ◽  
The Relationship

Debido a la pandemia del COVID19, en el curso 2019-2020 en infinidad de países, se tuvo que suspender la actividad educativa presencial en cualquiera de sus manifestaciones, teniendo los docentes que planificar y desarrollar un nuevo proceso de enseñanza-aprendizaje virtual. Ante esta circunstancia y a tenor de la incertidumbre actual, los recursos tecnológicos se convierten en un aliado para el profesorado, siendo necesaria la difusión de experiencias como la recogida en este estudio: el empleo de videotutoriales en la enseñanza superior.  A partir de un diseño de investigación pre-experimental, tras aplicar un cuestionario electrónico a 240 estudiantes, se analiza la planificación e implementación de videotutoriales para la transmisión de los contenidos teóricos y prácticos en asignaturas de Metodología de Investigación. Las valoraciones realizadas muestran un nivel alto de aceptación del recurso, especialmente para: analizar y reflexionar sobre los contenidos; resolver problemas prácticos y organizar el estudio. Así mismo, queda reflejada la relación entre la percepción de utilidad del videotutorial y la intención de uso futuro. Se concluye el estudio destacando las potencialidades educativas del empleo de videotutoriales en la enseñanza superior a distancia. Due to the COVID19 pandemic, in the 2019-2020 school year in many countries, the classroom activity had to be suspended in any of its manifestations, having the teachers to plan and develop a new process of virtual teaching-learning. In view of this circumstance and in light of the current uncertainty, technological resources become an ally for teachers, making it necessary to disseminate experiences such as the one collected in this study: the use of video tutorials in higher education.  From a pre-experimental research design, after applying an electronic questionnaire to 240 students, the planning and implementation of video tutorials for the transmission of theoretical and practical contents in Research Methodology subjects is analyzed. The assessments made show a high level of acceptance of the resource, especially for: analyzing and reflecting on the contents; solving practical problems and organizing the study. Likewise, the relationship between the perception of the usefulness of the video tutorial and the intention of future use is reflected. The study is concluded by highlighting the educational potential of the use of video tutorials in distance higher education

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