Modelos educativos a distancia ligados a los desarrollos tecnológicos

  1. Lorenzo García Aretio 1
  2. Miriam García Blanco 1
  1. 1 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2016

Issue Title: Innovating in the didactic second language scenario: new mobile, open and social models

Issue: 1

Pages: 17-29

Type: Article

DOI: 10.30827/DIGIBUG.54085 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Sustainable development goals

Abstract

Different socio-political, economic and psycho-pedagogical factors influenced the emergence of educational proposals that could dispense with the systematic face to face relationship between teachers and students. The evolution of these systems ran even to the technological development of our society. These developments led to different models of distance learning that fostered quality learning basically comparable to traditional forms of teaching and learning. In this context, ways of acquiring knowledge supported by diverse technologies and different from the classroom are reviewed. Different models that have come to stand out in recent years. After the more conventional models of distance education, based on the print medium, the telephone and audiovisual resources, there appear names such as e-learning, blended learning, collaborative learning network, mobile learning, ubiquitous, etc. In summary, mediated learning that has culminated in recent years with the emergence of the MOOC. Thesedifferent, non-contact, teaching and learning methods have been applied successfully for years, ensuring its quality, as long as they are provided with the bases and pedagog11ical principles adapted today to the possibilities offered by the digital society

Bibliographic References

  • Aguaded, I., y Medina, R. (2015). “Criterios de calidad para la valoración y gestión de MOOC”. En RIED. Revista Iberoamericana de Educación a Distancia, 18, 2: 119-143.
  • Anders, A. (2015). “Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design”. En The International Review Of Research In Open And Distributed Learning, 16, 6.
  • Arús, J., Rodríguez, P., y Calle, C. (2013). “A pedagogic assessment of mobile learning applications”. In Proceedings of ICDE 2013: Mobilizing Distance Education, 630-643.
  • Baldomero, M. (2015). “La valoración de MOOC: Una perspectiva de calidad”. En RIED. Revista Iberoamericana de Educación a Distancia, 18, 2: 171195.
  • Bansal, K., y Choudhary, S. S. (1999). “Interactive Radio for Supporting Distance Education: An evaluative study”, en Indian Journal of Open Learning, 8, 1: 61 – 71.
  • Barkley, E. F.; Cross, K. P. y Major, C. H. (2005) Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.
  • Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer
  • Bishop, J.L., y Verleger, M.A. (2013). “The flipped classroom: A survey of the research”, en ASEE National Conference Proceedings, Atlanta, GA, disponible en: http://goo.gl/mVH6zd, consultado en 2 de septiembre de 2015.
  • Bittner, W.S. y Mallory, H.F. (1933). University Teaching by Mail. New York: Mcmillan. Boyd, D. M. (2007) “The significance of social software”. En Burg, T. N. y Schimidt, J. (eds.).
  • BlogTalks reloaded: Social software research & cases, Norderstedt, disponible en: http:// goo.gl/Y6c1MX, consultado el 9 de agosto de 2015.
  • Bower, M., Howe, C., McCredie, N., Robinson, A. y Grover, D. (2014). “Augmented Reality in education – cases, places and potentials”, en Educational Media International, 51, 1: 1-15.
  • Brown, T., y Mbati, L. (2015).“ Mobile learning: Moving past the myths and embracing the opportunities”. En The International Review Of Research In Open And Distributed Learning, 16, 2.
  • Burbules, N. (2012). “Entrevista a Nicolás Burbulés”, en Webinar, 2012 disponible en: http://goo. gl/DpJEcH, consultado el 11 de mayo de 2015.
  • Burns, M. (2011). Distance Education for Teacher Training: Modes, Models and Methods. Waltham: Education Development Center.
  • Cabero, J. (2015). “Visiones educativas sobre los MOOC”. En RIED. Revista Iberoamericana de Educación a Distancia, 18, 2: 39-60.
  • Cabero, J., Llorente, M. C., y Vázquez, A. I. (2014). “Las tipologías de MOOC: su diseño e implicaciones educativas”. Profesorado. En Revista de Curriculum y formación del profesorado, 18, 1: 14-26.
  • Cabot, A. G., Garcia-Lopez, E., de-Marcos, L., y Abraham-Curto, J. (2014). “Adapting learning contents to mobile devices and context to improve students’ learning performance: A case study”. Journal of Universal Computer Science, 20, 15: 2032-2042.
  • Capdevilla, R., y Aranzadi, P. (2014). “Los Cursos Online Masivos y Abiertos: ¿Oportunidad o amenaza para las universidades iberoamericanas?”, en RIED. Revista Iberoamericana de Educación a Distancia, 17, 1: 69-82.
  • Casey, D. M. (2008). “A Journey to Legitimacy: The Historical Development of Distance Education through Technology”, en TechTrends, 52, 2: 45-51.
  • Castaño, C.; Maiz, I., y Garay, U. (2015). Percepción de los participantes sobre el aprendizaje en un MOOC. En RIED. Revista Iberoamericana de Educación a Distancia, 18, 2: 197-221.
  • Castrillo de Larreta-Azelain, MD, Martin-Monje, E y Bárcena, E. (2014). “New Forms of Negotiating Meaning on the Move: the Use of MobileBased Chatting for Foreign Language Distance Learning”. En IADIS International Journal on WWW/Internet Vol. 12, No. 2, pp. pp. 51-67.
  • Chandar, U. y Sharma, R. (2003). “Bridges to Effective Learning Through Radio”, en IRRODL, 4, 1. Chan, Y. M. (2010). “Video instructions as support for beyond classroom learning”, en Procedia
  • Social and Behavioral Sciences, 9: 1313-1318. Crompton, H. (2013). “A historical overview of m-learning: Toward learner-centered education”, en Z. L. Berge y L. Y. Muilenburg (Eds.) Handbook of mobile learning. New York: Routledge Taylor and Francis Group.
  • Davis, I. (2005). Talis, Web 2.0 and All That, available, disponible en: http://goo.gl/BMz9bJ, consultado el 17 de julio de 2015.
  • Delors, J. (1996): La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI. Madrid: Santillana.
  • Dhir, A., Gahwaji, N. M., y Nyman, G. (2013). “The role of the iPad in the hands of the learner”. En Journal of Universal Computer Science, 19, 5: 706-727.
  • Donkor, F. (2011). “Assessment of learner acceptance and satisfaction with video-based instructional materials for teaching practical skills at a distance”. In IRRODL, 12, 5.
  • Edwards, R.; Ranson, S. y Strain, M. (2010). “Reflexivity: towards a theory of lifelong learning” en International Journal of Lifelong Education, 21, 6.
  • Faure et. al. (1973). Aprender a ser. La educación del futuro. Madrid: Alianza.
  • Franklin, T. y Harmelen, M. (2007). Web 2.0 for Learning and Teaching in Higher Education. “London: The Observatory of Borderless Higher Education”, disponible en: http://goo.gl/ dG2nia, consultado el 17 de Julio de 2015.
  • Gaible, E., y Burns, M. (2007). Using technology to train teachers: Appropriate uses of ICTs for professional development. Washington, DC: World Bank, disponible en http://goo.gl/ LounbS, consultado el 17 de julio de 2015.
  • García Aretio, L. (1999). “Historia de la educación a distancia”, en RIED. Revista Iberoamericana de Educación a Distancia, 2, 1: 11-40.
  • García Aretio, L. (2002). Educación a distancia. De la teoría a la práctica. Madrid: Ariel.
  • García Aretio, L. (2014). Bases, mediaciones y futuro de la educación a distancia en la sociedad digital. Madrid: Síntesis.
  • García Aretio, L. (2015). “MOOC: ¿tsunami, revolución o moda pasajera?”, en RIED. Revista Iberoamericana de Educación a Distancia, 18, 1.
  • García Aretio, L. y Ruíz Corbella, M. (2010) “La eficacia de la educación a distancia: ¿un problema resuelto?”, en Teoría de la Educación, 22, 1: 141-162.
  • Garrison, G. R. (1985). “Three Generations of Technological Innovation”, en Distance Education, 6, 2: 235-241.
  • Garrison, D. M., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
  • Hayati, A. Jalilifar, A., y Mashhadi, A. (2013). “Using short message service (SMS) to teach English idioms to EFL students”. En British Journal of Educational Technology, 44, 1: 66-81.
  • Hirsch, B., y Ng, J. W. (2011). “Education beyond the cloud: Anytime-anywhere learning in a smart campus environment”, en Internet Technology and Secured Transactions (ICITST), 2011 International Conference. IEEE: 718-723.
  • Hockly, N., y Dudeney, G. (2014). Going mobile teaching with handheld devices. En Surrey: Delta Publishing.
  • Hollands, F., y Tirthali, D. (2014). “Resource requirements and costs of developing and delivering MOOCs”. En The International Review Of Research In Open And Distributed Learning, 15, 5.
  • Holmberg, B. (1989). Theory and practice of distance education. New York: Toutledge.
  • Hord, S., Rutherford, W. L., Huling-Austin, L., y Hall, G. E. (2006). Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.
  • Ibáñez, A., Jordano, M., y Vermeulen, A. (2016). “Diseño y evaluación de VISP, una aplicación móvil para la práctica de la competencia oral”. En RIED. Revista Iberoamericana de Educación a Distancia, 19, 1: 63-81.
  • Kaye, A. y Rumble, G. (1979). Analysing distance learning systems. London: Open University.
  • Keegan, D. J. (1980). On the nature of distance education. Hagen: ZIFF.
  • Keskin, N.O. y Metcalf, D. (2011). “The current perspectives, theories and practices of mobile learning”, en The Turkish Online Journal of Educational Technology, 10, 2: 202-208
  • Kitanov, S., y Davcev, D. (2012). “Mobile cloud computing environment as a support for mobile learning”, en Cloud Computing 2012, The Third International Conference on cloud computing, GRIDs, and Virtualization, pp. 99-105.
  • Laaser, W. (1986). “Some Didactic Aspects of Audio-Cassettes in Distance Education”, en Distance Education, 7, 1: 143-52.
  • Lambert, M. P. (1983). “New course planning. The strategy and tactics of developing a home study course”, en NHSC News. Washington: National Home Study Council.
  • Latchem, C., y Jung, I. (2010). Distance and blended learning in Asia. New York, NY: Routledge.
  • Lengrand, P. (1973): Introducción a la educación permanente. Barcelona: Teide
  • Li, J. (2010). “Study on the development of mobile learning promoted by cloud computing”, en IEEE 2010 2nd International Conference on Information Engineering and Computer Science (ICIECS), pp. 1-4.
  • Liu, P., y Chen, C. (2015). “Learning English through actions: A study of mobile-assisted language learning”. En Interactive Learning Environments, 23, 2: 158-171.
  • Mace, J. (1978). “Mythology in the making; is the Open University really cost-effective?”, en Higher Education, 7: 295-309.
  • Marauri, P. M. (2014). “La figura de los facilitadores en los Cursos Online Masivos y Abiertos (COMA / MOOC): nuevo rol profesional para los entornos educativos en abierto”. En RIED. Revista Iberoamericana de Educación a Distancia, 17, 1: 35-67.
  • Marsch, G. E.; Mcfadden, A. C. y Price, B. (2003). “Blended Instruction: Adapting Conventional Instruction for Large Classes”, en Online Journal of Distance Learning Administration, VI, IV.
  • Mengual, S., Roig, R., y Lloret, C. (2015). “Validación del Cuestionario de evaluación de la calidad de cursos virtuales adaptado a MOOC”. En RIED. Revista Iberoamericana de Educación a Distancia, 18, 2: 145-169.
  • Means y otros (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington: U.S.: Department of Education.
  • Menon, M.E. (1998). “Factors influencing the demand for higher education: The case of Cyprus”, en Higher Education, 35, 3.
  • Moore, M. G. y Kearsley, G. (1996). Distance Education: As systems view. Belmont, CA: Wadswort.
  • En RIED. Revista Iberoamericana de Educación a Distancia, 19, 1: 83-101. Nelson, R. y Hervert, K. (2006). “Effect of class size on economies of scale and marginal costs in higher education”, en Applied Economics, 24, 5. Noffsinger, J. S. (1926). Correspondence Scholls, Lyceums, hautauquas. New York: Macmillan.
  • Ofulue, C.I. (2011). “Literacy at a Distance in Multilingual Contexts: Issues and Challenges”, en IRRODL, 12, 6. Oliver, N. (2015). “El móvil muda la piel”, en Diario El País, 23 de agosto de 2015, disponible en: http://goo.gl/j4KB9S, consultado el 9 de septiembre de 2015.
  • O’Reilly, T. (2007). What is Web 2.0: “Design Patterns and Business Models for the Next Generation of Software”, en Communications & Strategie, 1: 17.
  • Pareja, A., Calle, C., y Pomposo, L. (2016). “Aprendiendo a hacer presentaciones efectivas en inglés con BusinessApp”. En RIED. Revista Iberoamericana de Educación a Distancia, 19, 1: 41-61.
  • Pascual, Mª P. (2003). “El Blended learning reduce el ahorro de la formación on-line pero gana en calidad”, en Educaweb, 69, 6 de octubre de 2003, disponible en http://goo.gl/bkXCri, consultado el 22 de julio de 2015.
  • Perona, J.J. y Barbeito, M. (2007). “Modalidades educativas de la radio en la era digital”, en ICONO 14, 9.
  • Precel, K.; Eshet-Alkalai, E.; Alberton, Y. (2009). “Pedagogical and Design Aspects of a Blended Learning Course”, en IRRODL, 10, 2.
  • Perraton, H. (Ed.). (1993). Distance education for teacher training. London, UK: Routledge Press. Peters, O. (2000). “Digital Learning Environments: New Possibilities and Opportunities”, en IRRODL, 1, 1. Potter, C. S., y Naidoo, G. (2009). “Evaluating large-scale interactive radio programmes”, en Distance Education, 30, 1: 117–142.
  • Read, T., y Barcena, E. (2016). “Metacognition as scaffolding for the development of listening comprehension in a social MALL App”. En RIED. Revista Iberoamericana de Educación a Distancia, 19, 1: 103-120.
  • Rico, M. M., y Agudo, J. E. (2016). “Aprendizaje móvil de inglés mediante juegos de espías en Educación Secundaria”. En RIED. Revista Iberoamericana de Educación a Distancia, 19, 1: 121-139.
  • Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.
  • Saltrick, S., Honey, M. y Pasnik, S. (2004). Television goes to school: The impact of video on student learning in formal education. In New York, NY: Education Development. Sandberg, J., Maris, M. y Hoogendoom, P. (2014). “The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning”. In Computers & Education, 76: 119-130.
  • Sangrá, A., Vlachopoulos, D. y Cabrera, N. (2012). “Building an inclusive definition of e-learning: An approach to the conceptual framework”, en IRRODL, 13, 2.
  • Santiago, R. (2012). “Una revisión de la taxonomía del aprendizaje y las apps educativas en el contexto del mobilelearning”. En S. Trabaldo (Ed.), 10 años de vivencias en educación virtual. Buenos Aires: Net-Learning
  • Simões, J., Redondo, R. D. y Vilas, A. F. (2013). “A social gamification framework for a K-6 learning platform”, en Computers in Human Behavior, 29, 2:, 345–353.
  • Shin, W., y Kang, M. (2015). “The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement”. En The International Review Of Research In Open And Distributed Learning, 16, 3.
  • Snowden, B.L. y Daniel, J.S. (1980). “The economics and management of small postsecondary distance education systems”, en Distance Education, 1, 1: 68-91.
  • Torres Mancera, D.; Gago Saldaña, D. (2014). “Los MOOCs y su papel en la creación de comunidades de aprendizaje y participación”. En RIED. Revista Iberoamericana de Educación a Distancia, 17, 1: 13-34.
  • Tovar, E., y Lesko, I. (2014). “Analysis of successful modes for the implementation and use of OpenCourseWare (OCW) & Open Educational Resources (OER) in Higher Education. The virtual mobility case”. En RIED. Revista Iberoamericana de Educación a Distancia, 17, 1: 131-148.
  • Vázquez, E.; Fombona, J. y Fernández, A. (2013). “Virtual attendance: Analysis of an audiovisual over IP system for distance learning in the Spanish Open University (UNED)”, en IRRODL, 14, 3.
  • Verdú, C.A. (1998). La demanda de educación superior en España: 1977-1994. Madrid: Ministerio de Educación.
  • Veeramani, R. y Bradley, S. (2008). UW-Madison online-learning study: Insights regarding undergraduate preference for lecture capture. Wisconsin: University of Wisconsin-Madison, E-Business institute, disponible en: http://goo.gl/SVUoOe, consultado el 25 de julio de 2015.
  • VitalSource. (2014). “Fourth annual Wakefield survey cites cost of college, technology innovation as top trends in higher education”, disponible en: http://goo.gl/RBFpHi, consultado el 12 de junio de 2015.
  • Wagner, L. (1977). “The economics of the Open University revisited”, en Higher Education, 6: 359-381.
  • Wakefield, A. B., Carlisle, C., Hall, A. G., y Attree M. J. (2008). “The expectations and experiences of blended learning approaches to patient safety education”, en Nurse Education in Practice, 8, 1: 54-61.
  • Watson, W. R., y Watson, S. L. (2007). “An argument for clarity: What are learning management systems, what are they not, and what should they become?”, en Tech Trends, 51, 2: 28–34.
  • Wedemeyer, C. A. (1981). Learning at the back door. Reflections on non-traditional learning in the lifespan. Madison: The University of Wisconsin Press.
  • Wesch, M. (2009). From Knowledgable to Knowledge-able: Learning in New Media Environments, en The Academic Commons, disponible en: http://goo.gl/4SwyU3, consultado el 22 de julio de 2015.
  • Westera, W. (2012). “The eventful genesis of educational media”, en Education and Information Technologies, 17, 3: 345-360.
  • Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., y Phillips, R. (2008). “Web-based lecture technologies: Blurring the boundaries between face-to-face and distance learning”, en ALT-J, Research in Learning Technology, 16, 2: 81–93
  • García Aretio, L. (2011). “Perspectivas teóricas de la educación a distancia y virtual”, en Revista Española de Pedagogía, 249: 255.
  • Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education. Oldenburg: University of Oldenburg
  • Munday, P. (2016). “The case for using DUOLINGO as part of the language classroom experience”.
Data source: Dialnet