1,720,986 research outputs found
El aprendizaje autónomo en estudiantes del Programa de Psicología de la Universidad Nacional Abierta y a Distancia – UNAD a partir de los estilos de enseñanza y competencias propias del docente
Full text linkNo plicaLa presente investigación brinda un análisis relacional del aprendizaje autónomo de los estudiantes de IX y X periodo académico del programa de Psicología de la Escuela de Ciencias Sociales Artes y Humanidades – ECSAH de la Universidad Nacional Abierta y a Distancia – UNAD con los estilos de enseñanza y las competencias propias del docente, el desarrollo de la misma se articula con la línea de investigación Pedagogías mediadas de la maestría de Educación de la Universidad Nacional Abierta y a Distancia UNAD y la Escuela de Ciencias de la Educación – ECEDU. En cuanto al proceso metodológico, se retomó el paradigma Positivista, el enfoque cuantitativo y la investigación de corte descriptiva, estableciendo así, la aplicación de tres (3) instrumentos con respuesta tipo Likert, cuyo análisis de datos se realizó a partir del software SPSS, los resultados obtenidos representan tres momentos, el primero reconoce los estilos de enseñanza y las competencias propias del docente implementadas como estrategia pedagógica de formación disciplinar; el segundo, identifica las estrategias para el desarrollo del aprendizaje autónomo retomados por los estudiantes y el tercero, describe si existe o no relación entre los estilos de enseñanza del docente y el desarrollo del aprendizaje autónomo de los estudiantes.
A modo de conclusión, a través de la correlación de Pearson se evidenció que el estilo de enseñanza con mayor predominancia por parte de los docentes es el analítico, mientras que, en el caso de los estudiantes, el estilo con menos incidencia es el estilo práctico, por tanto, no es posible afirmar que la efectividad de las estrategias de aprendizaje autónomo, estén sujetas completamente a los estilos de enseñanza de los docentes.The present investigation provides a relational analysis of the autonomous learning of the students of the IX and X academic period of the Psychology program of the School of Social Sciences, Arts and Humanities - ECSAH of the National Open and Distance University - UNAD with the teaching styles and the competences of the teacher, the development of the same is articulated with the research line Mediated Pedagogies of the Master of Education of the National Open and Distance University UNAD and the School of Education Sciences - ECEDU. Regarding the methodological process, the Positivist paradigm, the quantitative approach and the descriptive research were resumed, thus establishing the application of three (3) instruments with Likert-type responses, whose data analysis was carried out using the SPSS software, The results obtained represent three moments, the first recognizes the teaching styles and the teacher's own competences implemented as a pedagogical strategy for disciplinary training; the second, identifies the strategies for the development of autonomous learning taken up by the students and the third, describes whether or not there is a relationship between the teaching styles of the teacher and the development of autonomous learning of the students.
By way of conclusion, through the Pearson correlation it was evidenced that the teaching style with the greatest predominance by teachers is the analytical one, while, in the case of students, the style with the least incidence is the practical style. Therefore, it is not possible to affirm that the effectiveness of autonomous learning strategies is completely subject to the teaching styles of teachers
Estrategias didácticas mediadas por las TIC en procesos cognitivos en el aprendizaje autorregulado de estudiantes del ciclo II de la IED Ismael Perdomo (Bogotá-Colombia).
Full text linkEl proyecto de investigación presentado se basa en el diseño de estrategias didácticas mediadas por TIC para el fortalecimiento de los procesos cognitivos en el aprendizaje autorregulado de los estudiantes del ciclo II de la Institución Educativa Ismael Perdomo, a partir de la comprensión que el aprendizaje autorregulado permite que los estudiantes confíen en sus habilidades reconociendo de lo que son capaces, se formulen metas, auto supervisen sus formas de aprender y modifiquen su comportamiento orientándose al cambio a superar las dificultades, evidenciando grandes avances en su respuesta académica (Zimmerman,2005).
Se plantea la investigación desde un enfoque cualitativo, fundamentado en el paradigma crítico – social y desde el método investigación acción en el aula. La línea de investigación en la cual se desarrolla este estudio es “Pedagogías Mediadas”, puesto que se aborda desde una mirada objetiva la mediación con recursos TIC, pero también se aborda lo subjetivo en el aprendizaje y el pensamiento desde los procesos cognitivos y la autorregulación, por lo tanto, la temática central abordada en esta línea es “Subjetividad, Tecnología y Educación”. Así mismo, esta investigación se desarrolla en el núcleo problémico Educación Tecnología e Innovación (ETeI) pues desde una mirada de pensamiento tecnológico se posibilita la generación de espacios de aprendizaje que permiten trascender del uso de dispositivos y permite resignificar prácticas que aportan en la solución de un problema educativo identificado.
Los resultados están orientados a reconocer nuevas estrategias que permitan fortalecer los procesos cognitivos de aprendizaje autorregulado que de acuerdo con Zimmerman (2005), se relaciona con un proceso en el que los estudiantes visualizan el aprendizaje de forma proactiva desde la motivación y la metacognición y no como un hecho eventual de la enseñanza aprendizaje.The research project presented is based on the design of didactic strategies mediated by ICT for the strengthening of cognitive processes in self-regulated learning of students of cycle II of the Ismael Perdomo Educational Institution, based on the understanding that self-regulated learning allows that students trust their abilities recognizing what they are capable of, formulating goals, self-supervising their ways of learning and modifying their behavior, orienting themselves to change to overcome difficulties, showing great progress in their academic response (Zimmerman, 2005).
Research is proposed from a qualitative approach, based on the critical - social paradigm and from the action research method in the classroom. The line of research in which this study is developed is "Mediated Pedagogies", since mediation with ICT resources is approached from an objective perspective, but the subjective in learning and thought is also approached from cognitive processes and self-regulation., therefore, the central theme addressed in this line is "Subjectivity, Technology and Education". Likewise, this research is developed in the core problem of Education, Technology and Innovation (ETeI) because from a technological thinking perspective, it is possible to generate learning spaces that allow us to transcend the use of devices and allow resignifying practices that contribute to the solution of an identified educational problem.
The results are aimed at recognizing new strategies that allow strengthening the cognitive processes of self-regulated learning that, according to Zimmerman (2005), is related to a process in which students visualize learning proactively from motivation and metacognition and not as an eventual fact of teaching Learning
La “Web”: un Espacio Enriquecedor en la Gestión de la Comunicación y Cultura Institucional del Centro Educativo General Santander
Full text linkEl presente trabajo investigativo tiene como objetivo fortalecer la gestión de la comunicación y cultura institucional del Centro Educativo General Santander mediante una página web, como recurso tecnológico para la potencialización de diversos espacios de la comunidad educativa. Hace parte de la línea de investigación “Pedagogías mediadas”, y la temática abordada es “Subjetividad, tecnología y educación” de la maestría de Educación de la Universidad Nacional Abierta y a Distancia UNAD. Se trabaja desde el enfoque cualitativo, con el paradigma socio crítico de tipo investigación acción. Las fases abordadas son: identificar la idea general de lo que se pretende investigar, planear las acciones, ejecutar el plan y evaluar.
Los resultados describen tres apartados, el primero corresponde a la selección de la información sobre el contenido de la página web, teniendo como base los encuentros con directivo y docentes y el diagnóstico inicial que logra determinar la viabilidad de la propuesta. El segundo, presenta la implementación de la página web, donde se ingresa el contenido en el espacio virtual que contiene. Y el tercero, presenta los resultados del cuestionario aplicado que permite evidenciar la usabilidad de la página web, calidad, pertinencia y continuidad por parte de los padres de familia, estudiantes y docentes.The objective of this research work is to strengthen the management of communication and institutional culture of the General Santander Educational Center through a web page, as a technological resource for the empowerment of various spaces of the educational community, the proposal is projected from the qualitative approach; which was developed through the action research methodology and is based on the socio-critical paradigm. The research line of the described proposal is "Mediated Pedagogies", this constitutes an area that addresses the different perspectives in the existing relationships between pedagogical knowledge, its various connotations and ways of being appropriate in the various educational settings. The theme addressed is "Subjectivity, technology and education". Adding to the above, this thesis is developed in the core Autonomous learning and knowledge management.
Taking into account the phases carried out in this research initiative with respect to the proposed objectives, the results obtained are described in three sections. The first has to do with the selection of information on the content of the web page in terms of communication management and institutional culture of the Educational Center, for which it was possible to determine the most relevant information to be published based on the meetings with managers, teachers, the contents from curriculare. The second part presents the implementation of the web page where the content in the virtual space is perceived as publications. The third segment presents the results of the questionnaire applied to demonstrate the usability of the web page; its quality, relevance, continuity by parents, students and teachers, through direct observation of meetings and interaction.
Keywords: Institutional culture, pedagogical experiences, communication management, web page, TIC
Estudio Longitudinal Permanencia Y Abandono En Universitarios (2015- 2019)
Full text linkEste escrito hace parte de un macro proyecto “Estudio longitudinal permanencia y abandono en universitarios”, el cual se viene adelantando desde el 2015. Esta fase presentada describeel perfil de riesgo deestudiantes universitarios de los programas de Ingeniería Ambiental y Sanitaria, Administración de Empresas y Contaduría Pública de la Corporación Universitaria Autónoma del Cauca –Colombia. La información fue recopilada enel periodo IP (primer periodo académico) –2015por medio de una entrevista. Presentaunenfoque cuantitativo,con un diseño transversal descriptivo. Seanalizan riesgos académicos, individuales, institucionales y sociodemográficosdescritos por el Ministerio de Educación Nacional(MEN) (2009), luego se comparan con el estado del estudiante (permanencia, reingreso, deserción temprana y deserción precoz)presentada en cadaaño. Finalmente se cruzan datos recopilados, con ayudade la estadística descriptiva einferencial, usando el software SPSSy el programa estadístico
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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