Peculiaridades del desarrollo de la enseñanza superior en un entorno de aprendizaje mixto
DOI:
https://doi.org/10.22633/rpge.v25i3.15959Palabras clave:
Pedagogía, Aprendizaje combinado, EntornoResumen
Este artículo pretende identificar las peculiaridades de la transformación de la pedagogía de la enseñanza superior a través del modelo de aprendizaje mixto. La metodología se basó en un análisis estadístico y correlacional utilizando la base de datos de la Encuesta Internacional de Enseñanza y Aprendizaje, que contiene los resultados de la encuesta realizada a 7.823 educadores de Francia y los Países Bajos. Resultados. El estudio reveló un nivel medio de preparación de los profesores para el aprendizaje mixto (50,5%) y de preparación para el uso de las TIC en el aprendizaje de los alumnos (48,4%) componentes de inclusión. Se reveló un nivel significativo de desarrollo profesional de los profesores en cuanto a las competencias en TIC (el 44% realiza cursos). Se estableció un nivel medio de falta de preparación de los profesores tanto para el aprendizaje combinado (28,9% no está preparado, 36,6% no está suficientemente preparado) como para el uso de las TIC en la práctica (30,3% - casi no está preparado, 34,25 - no está suficientemente preparado). Se estableció una correlación positiva entre la preparación de los profesores para el entorno de aprendizaje combinado y el paso de los cursos de desarrollo de habilidades profesionales en TIC.
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