Keywords
E-learning
innovación
virtualidad
innovación educativa
aula inversa
comunicación asertiva
How to Cite
Abstract
Este artículo de reflexión analiza la experiencia de formación mediada por nuevas metodologías didácticas, en el programa de Negocios internacionales del Politécnico Grancolombiano, incluyendo una descripción de los conceptos más contemporáneos sobre innovación educativa y uso de nuevas metodologías educativas, estructurado bajo el principio de educación de calidad de los objetivos de desarrollo sostenible y la inclusión de nuevas metodologías en el aula virtual.References
Adelman, C. (2015). Case study, methodology and educational evaluation: A personal view. Advances in Program Evaluation, 15, 1–18. https://doi.org/10.1108/S1474-786320140000015001
Aloizou, V., Sobrino, S., Monés, A., Asensio-Pérez, J., & Sastre, S. (2019). Quality assurance methods assessing instructional design in MOOCs that implement active learning pedagogies: An evaluative case study. In M. C., S. T., R.-V. J.A., S. G., W. M., R. J., … C. M. (Eds.), 2019 Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs, EMOOCs-WIP 2019 2356, 14–19. Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065544540&partnerID=40&md5=d04daf76fe030ca0cfacb7a81d4911a0
Alba, E., Moreno, L., & Ruiz, M. (2015). The star system apps to bridge educational gaps: kahoot, screencast y tableta gráfica. XII Jornadas Internacionales de Innovación Universitaria Educar para transformar: Aprendizaje experiencial. Recuperado de: http://hdl.handle.net/11268/4493
Antoli, N. (2015). Metodologías participativas y Facebook en el ámbito universitario. Innoeduca: International journal of technology and educational innovation, 1(1)25-32. Recuperado de: http://www.revistas.uma.es/index.php/innoeduca/article/view/104
Curto, M., Orcos, L., Blázquez, P., & Molina, F. (2019). Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics. Education Sciences, 55. Recuperado de: https://www.mdpi.com/2227-7102/9/1/55/pdf
Del Moral, M., & Fernández, L. (2015). Videojuegos en las aulas: implicaciones de una innovación disruptiva para desarrollar las Inteligencias Múltiples. Revista Complutense de Educación, 26(Núm. especial), 97-118. http://dx.doi.org/10.5209/rev_RCED.2015.v26.44763
Díaz-Barriga, F. (2010). Los profesores ante las innovaciones curriculares. Revista Iberoamericana de Educación Superior, 1(1), 37-57. Recuperado de: https://www.redalyc.org/pdf/2991/299128587005.pdf
Baptista, G., & Oliveira, T. (2017). Why so serious? Gamification impact in the acceptance of mobile banking services. Internet Research, 27(1), 118–139. https://doi.org/10.1108/IntR-10-2015-0295
Bergsteiner, H., & Avery, G. (2014). The twin-cycle experiential learning model: reconceptualising Kolb’s theory. Studies in Continuing Education, 36(3), 257–274. https://doi.org/10.1080/0158037X.2014.904782
Black, D., Bissessar, C., & Boolaky, M. (2019). Online Education as an Opportunity Equalizer: The Changing Canvas of Online Education. Interchange. https://doi.org/10.1007/s10780-019-09358-0
Boulton, C., Kent, C., & Williams, H. (2018). Virtual learning environment engagement and learning outcomes at a ‘bricks-and-mortar’ university. Computers and Education, 126, 129–142. https://doi.org/10.1016/j.compedu.2018.06.031
Bozkurt, A., & Durak, G. (2018). A systematic review of gamification research: In pursuit of homo ludens. International Journal of Game-Based Learning, 8(3), 15–33. https://doi.org/10.4018/IJGBL.2018070102
Buć, S., & Divjak, B. (2015). Innovation diffusion model in higher education: Case study of e-learning diffusion. In R. L., B. H.F., M. M., N. M.B., K. P., & I. P. (Eds.), International Conference on e-Learning 2015, E-LEARNING 2015 (205–207). Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964969142&partnerID=40&md5=cedf5b6ce72400bff9798d72899af5ce
Caro, D., Lenkeit, J., & Kyriakides, L. (2016). Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012. Studies in Educational Evaluation, 49, 30–41. https://doi.org/10.1016/j.stueduc.2016.03.005
Carroll, A., Tchangalova, N., & Harrington, E. (2016). Flipping one-shot library instruction: Using Canvas and Pecha Kucha for peer teaching. Journal of the Medical Library Association, 104(2), 125–130. https://doi.org/10.3163/1536-5050.104.2.006
Carter, L., & Salyers, V. (2013). E-learning as educational innovation in universities: Two case studies. In The Routledge International Handbook of Innovation Education (442–455). https://doi.org/10.4324/9780203387146
Crea, T., & Sparnon, N. (2017). Democratizing education at the margins: faculty and practitioner perspectives on delivering online tertiary education for refugees. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0081-y
Devisch, O., Poplin, A., & Sofronie, S. (2016). The Gamification of Civic Participation: Two Experiments in Improving the Skills of Citizens to Reflect Collectively on Spatial Issues. Journal of Urban Technology, 23(2), 81–102. https://doi.org/10.1080/10630732.2015.1102419
Dimić, G., Predić, B., Rančić, D., Petrović, V., Maček, N., & Spalević, P. (2018). Association analysis of moodle e-tests in blended learning educational environment. Computer Applications in Engineering Education, 26(3), 417–430. https://doi.org/10.1002/cae.21894
Dymek, M. (2018). Expanding the magic circle–gamification as a marketplace icon. Consumption Markets and Culture, 21(6), 590–602. https://doi.org/10.1080/10253866.2017.1361153
Fernández, E. & Arcos, A. (2017). Objetos de aprendizaje, aula invertida, gamificación y m-learning para la enseñanza de medicina en la Universidad UNIANDES. II Congreso: Ciencia, Sociedad e Investigación universitaria. Recuperado de: http://repositorio.pucesa.edu.ec/handle/123456789/2312
Flórez-Trujillo, L. (2019). Experiencias de innovación educativa. Tomo 3. Bogotá: Politécnico Grancolombiano.
Fokides, E., & Atsikpasi, P. (2018). Development of a model for explaining the learning outcomes when using 3D virtual environments in informal learning settings. Education and Information Technologies, 23(5), 2265–2287. https://doi.org/10.1007/s10639-018-9719-1
Gaikwad, P. (2017). Including rigor and artistry in case study as a strategic qualitative methodology. Qualitative Report, 22(13 Special Issue), 3431–3446. Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042637759&partnerID=40&md5=da893218a73a43fb7785742cb4e326cf
Gaviria-Rodríguez, D., Arango-Arango, J., Valencia-Arias, A., & Bran-Piedrahita, L. (2019). Percepción de la estrategia aula invertida en escenarios universitarios. Revista Mexicana de Investigacion Educativa, 24(81), 593–614. Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068690826&partnerID=40&md5=5310673b3ac02700afb2a9fc3e67d3fe
González, M., & Huerta, P. (2019). Experiencia del aula invertida para promover estudiantes prosumidores del nivel superior. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 245-263. https://doi.org/10.5944/ried.22.2.23065
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. In Journal of Chemical Information and Modeling, 53. https://doi.org/10.1017/CBO9781107415324.004
Hernández, J. (2016). Journalistic interactivity and socialization in Twitter. An analysis of migrant media with more online influence in Colombia . Estudios Sobre el Mensaje Periodístico, 22(2), 1065–1083. https://doi.org/10.5209/ESMP.54252
Hernández, Y., Pérez-Ramírez, M., Zatarain-Cabada, R., Barrón-Estrada, L., & Alor-Hernández, G. (2016). Designing empathetic animated agents for a B-learning training environment within the electrical domain. Educational Technology and Society, 19(2), 116–131. Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964459829&partnerID=40&md5=e5a453f7b59533c84deec34487ba1e61
Kaleta, A. (2015). E-learning as a Diffusion of Innovation in the Rural Areas of the European Union. Eastern European Countryside, 21, 5–18. https://doi.org/10.1515/eec-2015-0001
Kantanen, H., Manninen, J., & Kontkanen, J. (2014). Emergent dialogue as a prerequisite of learning and innovation in professional virtual communities. International Journal of Web Based Communities, 10(2), 211–231. https://doi.org/10.1504/IJWBC.2014.060356
Kárpáti, A., & Dorner, H. (2008). Mentored innovation in teacher training using two virtual collaborative learning environments. In Beyond Knowledge: The Legacy of Competence: Meaningful Computer-based Learning Environments (29–41). https://doi.org/10.1007/978-1-4020-8827-8_5
Konak, A., Clark, T., & Nasereddin, M. (2014). Using Kolb’s Experiential Learning Cycle to improve student learning in virtual computer laboratories. Computers and Education, 72, 11–22. https://doi.org/10.1016/j.compedu.2013.10.013
Leandro-França, C., Giardini, S., Hershey, D., & Barbosa, L. (2016). Evaluation of retirement planning programs: A qualitative analysis of methodologies and efficacy. Educational Gerontology, 42(7), 497–512. https://doi.org/10.1080/03601277.2016.1156380
Liao, H., & Lu, H. (2008). The role of experience and innovation characteristics in the adoption and continued use of e-learning websites. Computers and Education, 51(4), 1405–1416. https://doi.org/10.1016/j.compedu.2007.11.006
Llorens, F. (2014). Campus virtuales: de gestores de contenidos a gestores de metodologías. Revista de Educación a Distancia, (42). Recuperado de: https://revistas.um.es/red/article/view/236561
Loogma, K., Kruusvall, J., & Ümarik, M. (2012). E-learning as innovation: Exploring innovativeness of the VET teachers’ community in Estonia. Computers and Education, 58(2), 808–817. https://doi.org/10.1016/j.compedu.2011.10.005
López, E., & Camilli, C. (2014a). Mixed methods research in b-learning modality: Asynchronous communication analysis . Historia y Comunicacion Social, 19(SPEC. ISSUE JANUA), 403–415. https://doi.org/10.5209/rev-HICS.2014.v19.44966
Lorca, A., Cuenca, J., Vázquez, B., & Lorca, J. (2016). ¿Qué concepciones tienen los docentes en ejercicio y en formación inicial, sobre el uso didáctico de los videojuegos? En J. L. Bravo Galán (Ed.) 27 Encuentros de Didáctica de las Ciencias Experimentales, (543-551). Recuperado de: http://files.bartolomevazquezbernal.webnode.es/200000096-4b7664d6a0/Lorca_version%20autor%2027edce.pdf
Manzanares, M., García-Osorio, C., & Díez-Pastor, J. (2019). Differential efficacy of the resources used in B-learning environments. Psicothema, 31(2), 170–178. https://doi.org/10.7334/psicothema2018.330
Martínez-Cerdá, J., & Torrent-Sellens, J. (2017). Media empowerment through e-learning. Design and validation of a scale . Profesional de la Información, 26(1), 43–54. https://doi.org/10.3145/epi.2017.ene.05
Maquilón, J., Mirete, A., & Avlés, M. (2017). La Realidad Aumentada (RA). Recursos y propuestas para la innovación educativa. Reifop, Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(2). https://doi.org/10.6018/reifop/20.2.290971
Martínez, J., Tobón, S., & Romero, A. (2017). Problemáticas relacionadas con la acreditación de la calidad de la educación superior en América Latina. Innovación educativa, 17(73), 79-96. Recuperado de: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732017000100079&lng=es&tlng=es
McIntyre, J. (2016). Riots and a blank canvas: young people creating texts, creating spaces. Literacy, 50(3), 149–157. https://doi.org/10.1111/lit.12080
Michelini, M., Santi, L., & Stefanel, A. (2013). E-learning in teacher professional development in innovation and formative guidance on modern physics: The case of IDIFO master’s programs. Journal of E-Learning and Knowledge Society, 9(2), 47–79.
Mingorance, A. (2017). Mejora del rendimiento académico a través de la metodología de aula invertida centrada en el aprendizaje activo del estudiante universitario deficiencias de la educación. Journal of sport and health research, 129-136.
Miranda, R. C. F., & Ayoub, E. (2016). Circus practices in the “Loom” of initial training in physical education: New textures in addition to the canvas . Movimento, 22(1), 187–198. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975699552&partnerID=40&md5=8d65cad621d84297d98b02d205b903d5
Moghavvemi, S., Paramanathan, T., Rahin, N., & Sharabati, M. (2017). Student’s perceptions towards using e-learning via Facebook. Behaviour and Information Technology, 36(10), 1081–1100. https://doi.org/10.1080/0144929X.2017.1347201
Moghavvemi, S., & Salarzadeh, H. (2018). Incremental impact of time on students’ use of E-learning via Facebook. British Journal of Educational Technology, 49(3), 560–573. https://doi.org/10.1111/bjet.12545
Mon, L. (2010). Communication and education in a virtual world: Avatar-mediated teaching and learning in second life. International Journal of Virtual and Personal Learning Environments, 1(2), 1–15. https://doi.org/10.4018/jvple.2010040101
Monteagudo, J., Gómez, C., & Miralles, P. (2017). Evaluación del diseño e implementación de la metodología flipped-classroom en la formación del profesorado de ciencias sociales. Revista De Educación a Distancia, (55). Recuperado de: https://revistas.um.es/red/article/view/315341.
Moore-Russo, D., Radosta, M., Martin, K., & Hamilton, S. (2017). Content in context: analyzing interactions in a graduate-level academic Facebook group. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0057-y
Moreira, M. (2018). Las aulas virtuales en la docencia de una universidad presencial: la visión del alumnado. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 179-198. https://doi.org/10.5944/ried.21.2.20666
Moreno, N. (2018). El uso de las tecnologías emergentes como recursos didácticos en ámbitos educativos. International Studies on Law and Education, 29,30.
Moya, M., Carrasco, M., Jiménez, A., Ramón, A., Soler, C., & Vaello, T. (2016). El aprendizaje basado en juegos: experiencias docentes en la aplicación de la plataforma virtual" Kahoot". XIV Jornadas de Redes de Investigación en Docencia Universitaria. Investigación, innovación y enseñanza universitaria: enfoques pluridisciplinares, 1241-1254. Recuperado de: http://hdl.handle.net/10045/59136
Neto, R., & De Lima, R. (2017). Inverted classroom: A systematic review of literature . In R. A.D., S. F.V., de A. A.L.S.O., & A. Y.P.C. (Eds.), 2nd Congress on Technology in Education, Ctrl + E 2017 (Vol. 1877, pp. 167–175). Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028011181&partnerID=40&md5=d46e1ee571ec0151f2e1f479d80efd39
Norman-Acevedo, E. (2019a). Nuevos lenguajes para aprendizaje virtual herramientas para los escenarios de aprendizaje. Panorama, 13(24), 5. https://doi.org/10.15765/pnrm.v13i24.1214
Norman-Acevedo, E. (2019b). Rompiendo Barreras – Educación Virtual del Politécnico Grancolombiano. Panorama, 12(23), 5. https://doi.org/10.15765/pnrm.v12i23.1213
Norman-Acevedo, E. (2018). Rompiendo Barreras, 10 Años de la Educación Virtual en el Politécnico Grancolombiano. (primera; E. Norman-Acevedo, Ed.). https://doi.org/978-958-8721-73-6
ONU. (2018). Desafios y estrategias para el desarrollo de América Latina y el Caribe. Grupo de Naciones Unidas para el desarrollo, 4-68.
ONU. (2019). Objetivos de Desarrollo Sostenible. Recuperado de: https://www.un.org/sustainabledevelopment/es/education/
Opazo, A., Acuña, J., & Rojas, M. (2016). Evaluación de Metodología flipped classroom: primera experiencia. Innoeduca, International journal of technology and educational innovation, 2(2), 90-99. http://dx.doi.org/10.20548/innoeduca.2016.v2i2.2030
Osorno Alzate, D., & Benítez, Á. (2017). La nueva misión de la universidad. Contextualización y resultados: casos de tres universidades públicas colombianas. Panorama, 11(20), 82. https://doi.org/10.15765/pnrm.v11i20.1010
Ouherrou, N., Elhammoumi, O., Benmarrakchi, F., & El Kafi, J. (2019). Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment. Education and Information Technologies. https://doi.org/10.1007/s10639-018-09852-5
Peres, P., & Pimenta, P. (2009). Building a b-learning strategy. In Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization (437–457). https://doi.org/10.4018/978-1-60566-392-0.ch021
Plante, J., & Cox, T. (2018). Integrating case study methodology to analyze intra- and inter-institutional comparisons of service-learning within the Carnegie Community Engagement Classification framework. In Handbook of Research on Positive Scholarship for Global K-20 Education (113–130). https://doi.org/10.4018/978-1-5225-5667-1.ch008
Raicu, A., & Raicu, G. (2015). Innovation in engineering education through computer assisted learning and virtual university model. In C. V., O. E., P. M., C. C., T. P., C. R., & N. D. (Eds.), 3rd Modern Technologies in Industrial Engineering, ModTech 2015, 95. https://doi.org/10.1088/1757-899X/95/1/012126
Ramírez-Triana, C., Pineda-Escobar, M., Cano-Niño, M., & Mora-Pardo, S. (2020). Light innovation in energy supply for non-connected areas in Colombia: Partial Research via the forgotten effects model (M. J.M., F.-C. J.C., L.-M. S., K. J., & M. J.M., Eds.). International Conference of Modelling and Simulation in Engineering, Economics, and Management, MS 2018, 894, 35–50. https://doi.org/10.1007/978-3-030-15413-4_4
Roig-Vila, R. (ed.) (2016). EDUcación y TECnología. Propuestas desde la investigación y la innovación educativa. Barcelona: Octaedro.
Sanchez, E., Young, S., & Jouneau-Sion, C. (2017). Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 22(2), 497–513. https://doi.org/10.1007/s10639-016-9489-6
Sánchez, M. (2015). The qualitative-quantitative dichotomy: integration possibilities and mixed designs. Campo Abierto: Revista de Educación, m, 11–30.
Silva, J. (2017). Un modelo pedagógico virtual centrado en las E-actividades. Revista de Educación a Distancia, (53). Recuperado de: https://revistas.um.es/red/article/view/290021
Songkram, N. (2018). Virtual smart classroom to enhance 21st century skills in learning and innovation for higher education learners. 10th International Conference on Mobile Computing and Ubiquitous Network, ICMU 2017, 2018-January, 1–4. https://doi.org/10.23919/ICMU.2017.8330109
Stevens, E., Kärkkäinen, H., & Lampela, H. (2009). Contribution of virtual teams to learning and knowledge generation in innovation-related projects. International Journal of Product Development, 8(1), 1–21. https://doi.org/10.1504/IJPD.2009.023746
Su, C., Tzeng, G., & Hu, S.. (2016). Cloud e-learning service strategies for improving e-learning innovation performance in a fuzzy environment by using a new hybrid fuzzy multiple attribute decision-making model. Interactive Learning Environments, 24(8), 1812–1835. https://doi.org/10.1080/10494820.2015.1057742
Suelves, D. (2018). Gamificación en la evaluación del aprendizaje: valoración del uso de Kahoot!. Innovative strategies for Higher Education in Spain, 8.
Talebi, S., Davodi, S., & Khoshroo, A. (2015). Investigating the effective component of classroom management in predicting academic achievement among English language students. Procedia - Social and Behavioral Sciences, 205, 591–596. https://doi.org/10.1016/j.sbspro.2015.09.085
Tobon, B., Tobón, S., Veytia-Bucheli, M., & Escudero, A. (2018). Towards a new concept: Virtual Socioformative Platforms (SVP) . Espacios, 39(53). Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061922229&partnerID=40&md5=c000d6ab572bfc642462e5bc99a95361
Tokareva, E., Smirnova, Y., & Orchakova, L. (2019). Innovation and communication technologies: Analysis of the effectiveness of their use and implementation in higher education. Education and Information Technologies. https://doi.org/10.1007/s10639-019-09922-2
Trujillo, L., Velandia, G., Quiroz, M., Malangón, M., Ramos, N., & Rodríguez, A. (2019). Experiencias de innovación educativa. Laboratorio de Riesgos Laborales. Tomo. 2 (1st ed.). Bogotá: Politécnico Grancolombiano.
Uskoković, V. (2018). Flipping the flipped: the co-creational classroom. Research and Practice in Technology Enhanced Learning, 13(1). https://doi.org/10.1186/s41039-018-0077-9
Vanolo, A. (2018). Cities and the politics of gamification. Cities, 74, 320–326. https://doi.org/10.1016/j.cities.2017.12.021
Vega, J., Niño, F., & Cárdenas, Y. (2015). Enseñanza de las matemáticas básicas en un entorno e-Learning: un estudio de caso de la Universidad Manuela Beltrán Virtual. Revista EAN, (79), 172-187. Recuperado de: http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-81602015000200011&lng=en&tlng=es
Willness, C., & Bruni-Bossio, V. (2017). The curriculum innovation Canvas: A design thinking framework for the engaged educational entrepreneur. Journal of Higher Education Outreach and Engagement, 21(1), 134–164. Recuperado de: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016591186&partnerID=40&md5=0fec03dd47faaa81131d40c4a1194223
Zhuang, Y., Ma, H., Xie, H., Leung, A., Hancke, G., & Wang, F. (2017). When innovation meets evolution: An extensive study of emerging e-Learning technologies for higher education in Hong Kong (G. R., C. Y., H. Y.-M., W. T.-T., & X. H., Eds.). 1st International Symposium on Emerging Technologies for Education, SETE 2016 Held in Conjunction with ICWL 2016, pp. 574–584. https://doi.org/10.1007/978-3-319-52836-6_61
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2019 Panorama