Análisis del proceso metodológico en programas de educación superior en modalidad virtual

El propósito de este artículo consiste en identificar las características metodológicas de los programas virtuales de educación superior en instituciones colombianas. Este objetivo se deriva de la carencia de lineamientos acerca de cómo implementar procesos de educación virtual a nivel de pregrado y posgrado en un país en vía de desarrollo como Colombia. Para lograr este objetivo, se llevó a cabo una investigación de enfoque cualitativo en una muestra a propósito de 10 instituciones de educación superior en Colombia, las cuales tienen una oferta importante de programas de pregrado y posgrado para la modalidad virtualidad. Como resultados se reflejan modelos educativos que se transforman en torno a la realidad educativa y a las formas de concebir, planear, implementar y evaluar desde estrategias y alternativas metodológicas que conllevan al acceso, la permanencia y la democratización de la educación en miras a la calidad y la inclusión digital. The purpose of this article is to identify the methodological characteristics of virtual higher education programs in Colombian institutions. This objective is derived from the lack of guidelines on how to implement virtual education processes at the undergraduate and graduate levels in a developing country like Colombia. To achieve this objective, a qualitative approach research was carried out in a sample of 10 higher education institutions in Colombia, which have an important offer of undergraduate and graduate programs for the virtual modality. The results reflect educational models that are transformed around the educational reality and the ways of conceiving, planning, implementing and evaluating from strategies and methodological alternatives that lead to access, permanence and democratization of education in view of quality and digital inclusion.

PROPOSALS FOR STRATEGIES IN THE CURRICULA OF TECHNICAL UNIVERSITIES

<p>Into the past 20 years, in Romania is registered a continuous decrease of the birth rate. At this problem it has to be added the youth wish to work in economics and laws systems, where the length of time study is smaller (only 3 years), gaining the possibility to own rapidly a salary. In those conditions, technical universities have to challenge greater provocations. The paper propose a solution, partially applied in “Vasile Alecsandri” University of Bacau, to solve some of these new problems using a few solutions such as: “virtual” higher education and distance learning methods in order to achieve as much as is possible from the goals presented in known theories of career development. In the mean time, the strategy of the staff is presented, to make the university attractive for the youth, in order to continue the educational activity and to form better and better qualified specialists, able to face the new techniques technologies in manufacturing and product analysis. A model of curricula for the first two academic years in technical high schools is proposed.</p>

Cultural-Pedagogical Norms in Iranian Virtual Higher Education Institutions

By discussing the cultural-pedagogically inscribed norms, this chapter argues that, regarding the design and implementation of e-learning from the perspective of globalization, it is critically important to recognize, understand, and thus take into account cultural situatedness. Such cultural-pedagogical norms are often taken for granted in educational settings. Drawing on the literature, this study presents a model of cultural-pedagogical paradigms in higher education in general and e-learning in particular. The authors use this model to explore cultural-pedagogical orientations in Iranian virtual institutions as an instance of a developing country. This is done from a comparative perspective, looking to the similarities and differences of teachers’ and learners’ points of view.