Protocolos de B-learning para la alfabetización informacional en la Educación Superior

Cristina Laplagne Sarmiento; José Javier Urnicia

doi:10.58763/rc202373

Autores/as

Cristina Laplagne Sarmiento Universidad Nacional de San Juan. San Juan, Argentina https://orcid.org/0000-0001-9675-009X
José Javier Urnicia Universidad Nacional de San Juan. San Juan, Argentina https://orcid.org/0000-0001-6975-4167

DOI:

https://doi.org/10.58763/rc202373

Palabras clave:

autonomía educativa, enseñanza asistida por ordenador, enseñanza y formación, gestión educativa, formación profesional

Resumen

El presente estudio emerge de los logros alcanzados por un equipo de investigación transdisciplinario que participó en un proyecto centrado en los protocolos esenciales para la educación virtual. Utilizando un enfoque metodológico mixto, integrado en diferentes fases del estudio, se sugiere que la formación en competencias, la alfabetización digital y la autonomía en el aprendizaje deben ser factores prioritarios en la enseñanza de las carreras de grado de Ingeniería. Además, al contrastar los hallazgos actuales con estudios previos, se reafirma la necesidad de impulsar cambios curriculares a través del aprendizaje virtual en un formato de B-learning. En el mismo contexto, se exploró la influencia de un protocolo de innovación curricular centrado en competencias de literacidad, alfabetización digital, autonomía y pensamiento crítico, siguiendo las directrices para la formación de ingenieros establecidas por el Consejo Federal de Decanos de Ingeniería de Argentina.

Métricas

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Citas

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