Aprendizaje discursivo de alumnos en términos de politasking: análisis retrospectivo
DOI:
https://doi.org/10.29051/el.v7iesp.4.15666Palabras clave:
Aprendizaje discursivo, Politarea, Estudiante, UniversidadResumen
El artículo presenta los resultados de la investigación teórica sobre el tema del aprovechamiento de las potencialidades del aprendizaje discursivo en el proceso de enseñar a los estudiantes de la universidad en términos de politareas específicas. Se ha enfatizado la posibilidad de utilizar el aprendizaje discursivo estructurando el material educativo según diferentes formas de presentación (oral, escrita, problemática, no verbal, indirecta). El modelo de trayectorias hipotéticas de aprendizaje discursivo de un alumno de la universidad teniendo en cuenta las características del politarea se ha desarrollado a partir de la implicación del potencial politarea. El modelo desarrollado especifica su orientación objetivo (propósito, meta, resultado esperado) y completitud tecnológica. A nivel teórico, se ha fundamentado la implementación etapa por etapa del modelo y se han determinado los efectos de su uso en el aula de los estudiantes y en las actividades extraescolares.
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