Estrategias de dinamización de la enseñanza online del diseño = Dynamization Strategies for Online Teaching of Design

El presente artículo aborda la necesidad de dinamizar y humanizar la educación online. Para ello aprovechamos las posibilidades que ofrecen las tecnologías al servicio de la educación para ir más allá en la enseñanza del diseño y el arte, incorporando estrategias innovadoras que motiven a los alumnos y contribuyan al desarrollo de su capacidad de trabajo tanto autónomo como colaborativo, a distancia. Para ello presentamos dos experiencias que se han puestoen acción por miembros del grupo de investigación DiSEA de UNIR, en las que se aplican las posibilidades de la enseñanza online a distancia, combinadas con facetas más lúdicas y prácticas, ayudando a asimilar los contenidos teóricos mediante la implicación de la experiencia y el protagonismo directo de los alumnos en las acciones educativas. Mostramos resultados que se extraen de estas prácticas como ejemplo de implicación y motivación de los alumnos hacia las tareas propuestas. Las conclusiones de ambas acciones son favorables y aplicables a otras experiencias similares.AbstractThis article addresses the need to humanize and make dynamic the online education. For that purpose, we will take advantage of the possibilities that education-oriented technologies have to offer. Our research goes beyond the teaching of design and art disciplines and incorporates innovative strategies that encourage students to contribute with their performance capacity in autonomous and collaborative tasks. In this pursuit, we detail two experiences that have been put into action by members of the research group DiSEA from UNIR University. These two approaches apply the possibilities of online distance learning combined with more playful and practical facets. The aim is to help students to assimilate theoretical contents with the involvement of experience and the direct leadership of students in educational actions. We show the results that can be drawn of these practices as examples of implication and motivation of students in relation with the proposed tasks. The conclusions of both actions are positive and can be applied to similar experiences.

Online education in new period of sustainable development after the pandemic

E3S Web of Conferences ◽

10.1051/e3sconf/202124411053 ◽

2021 ◽

Vol 244 ◽

pp. 11053

Author(s):

Oksana Barabash ◽

Dmitry Sknarev ◽

Irina Maslova ◽

Marina Bereznyatskaya ◽

Alena Prakhova

Keyword(s):

Distance Learning ◽

Online Education ◽

Natural Science ◽

Scientific Literature ◽

Sharp Decrease ◽

Research Topic ◽

Sociological Research ◽

Online Distance ◽

Online Format

The article is devoted to the problem of assessing the effectiveness of the online distance learning format, based on the results of work during the first wave of the COVID-19 pandemic. The purpose of the article is to identify specific problems faced by students of various education profiles: natural science and humanitarian. The objectives of the article are to analyze the scientific literature on the research topic, as well as present the results of the empirical research conducted by the authors among two groups of respondents. The methodology of the article is based on a systematic approach and includes a group of general scientific methods (analysis, synthesis, deduction, induction), as well as special methods: content analysis of scientific literature on the research topic, the method of sociological research (questionnaire survey), as well as the method of statistical analysis. Based on the results of the study, the authors came to the following conclusions: the online format of distance learning is not compatible with a number of natural science disciplines, which leads to a sharp decrease in the quality of education, especially in the field of applied sciences.

Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education - Advances in Higher Education and Professional Development ◽

Impact of Online Learning in K-12

10.4018/978-1-5225-5557-5.ch020 ◽

2018 ◽

pp. 357-375

Author(s):

Jerri Ward-Jackson ◽

Chien Yu

Keyword(s):

Online Learning ◽

High School Students ◽

Distance Learning ◽

Online Education ◽

Learning Outcomes ◽

Success Rates ◽

Learning Capabilities ◽

Online Distance ◽

K 12

Online learning capabilities in K-12 education have changed tremendously in the past years and are continually evolving in the traditional classrooms. The overall growth in the total number of high school students currently taking online distance learning courses as well as the importance of distance learning as a solution to educational challenges has increased the need to study more closely the factors that contribute to distance learning outcomes and success rates in K-12. Therefore, the challenge that emerges for educators, researchers, scholars, and advocates for students is to carefully and effectively join the growth and power of K-12 online learning for the benefit of the students involved. This chapter provides an overview of factors that contribute to learning outcomes and success rates for K-12 distance education. Some of the challenges, issues, and considerations affecting implementation of K-12 online education are discussed.

Handbook of Research on Emerging Priorities and Trends in Distance Education - Advances in Mobile and Distance Learning ◽

Behave Yourself!

10.4018/978-1-4666-5162-3.ch002 ◽

2014 ◽

pp. 14-31

Author(s):

Jane Lund ◽

Carolyn Snell

Keyword(s):

Higher Education ◽

Distance Learning ◽

Online Education ◽

Empirical Evidence ◽

Learning Process ◽

Traditional Education ◽

Educational Environment ◽

E Learning ◽

Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.

Assessing Quality And Effectiveness In Fully Online Distance Education

Journal of Perspectives in Applied Academic Practice ◽

10.14297/jpaap.v3i1.147 ◽

2015 ◽

Vol 3 (1) ◽

Cited By ~ 3

Author(s):

Michael Smith ◽

Donald Macdonald

Keyword(s):

Online Learning ◽

Distance Learning ◽

Online Education ◽

Teaching And Learning ◽

Remote Communities ◽

Online Distance Education ◽

Learning And Teaching ◽

The Past ◽

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

Search for an optimal model for using online education in higher education in the context of sustainable digitalization

E3S Web of Conferences ◽

10.1051/e3sconf/202125807077 ◽

2021 ◽

Vol 258 ◽

pp. 07077

Author(s):

Alexander Dyatlov ◽

Vitaliy Kovalev ◽

Alexey Kravets

Keyword(s):

Higher Education ◽

Distance Learning ◽

Online Education ◽

Learning Technologies ◽

Educational Process ◽

Optimal Model ◽

Distance Learning Technologies ◽

The relevance of the presented article is determined by the widespread use of online distance learning technologies in the educational space of higher education in Russia. This process is supported and initiated, among other things, by the modern Russian authorities, whose actions are based on the presumption of the ability of online education to provide the same quality of the educational process that takes place in the classroom-contact format. The authors ‘ hypothesis is based on the fact that the widespread introduction of online education cannot be evaluated positively, since its quality has not been tested empirically. Institutionalization should be carried out only after it is scientifically confirmed “where”,” for whom”,” by whom “ online education can be implemented. For this purpose, the authors study the types of online education, its content, and assess the readiness of students to study online. The goal is formulated as determining the segments of the educational process in higher education in which online education will improve the quality of training of qualified specialists.

Pelatihan Optimalisasi Sumber Dan Bahan Ajar Online Sebagai Penunjang Pembelajaran Bagi Anak Asuh Panti Asuhan Arridho

TRIDHARMADIMAS: Jurnal Pengabdian Kepada Masyarakat Jayakarta ◽

10.52362/tridharmadimas.v1i2.627 ◽

2021 ◽

Vol 1 (2) ◽

pp. 68

Author(s):

Indah Purnamasari ◽

Abdul Rahman Kadafi ◽

Ishak Kholil ◽

Tuslaela Tuslaela ◽

Sri Rusiyati

Keyword(s):

Online Learning ◽

Distance Learning ◽

Learning Process ◽

Online Teaching ◽

Learning Resources ◽

Teaching Resources ◽

Student Activities ◽

The Republic ◽

In accordance with the decision of the Minister of Education and Culture of the Republic of Indonesia regarding Circular Letter Number 4 of 2020 concerning the Implementation of Education Policies in the Emergency Period for the Spread of Covid-19 where the Learning from Home Process is carried out through online / distance learning. In its implementation, the online learning process raises new problems including the location of teachers and students being separated when carrying out learning, making teachers unable to directly monitor student activities during the learning process and some of the students have difficulty in accessing, obtaining learning resources and media. to support understanding of the material being studied. Various initiatives were taken to ensure that learning activities continued even in the absence of face-to-face sessions. Technology, more specifically the internet, smartphones, and laptops are now widely used to support distance learning. In order to meet the needs of participants' understanding of learning resources, it is deemed necessary to have training on Optimizing Online Teaching Resources and Materials as Learning Support for Ar Ridho Orphanage Fosters who are able to provide explanations and understanding of how to get learning resources by utilizing online media. The purpose of this training is that it is hoped that the training participants consisting of students will be able to add various reference sources and teaching materials needed and make it easier for them to understand learning materials and use them to support the online learning process.