artículo de Elena Barberà y Margarida Romero, del Elearn Center, que con el título “Identificación de las dificultades de regulación del tiempo de los estudiantes universitarios en formación a distancia”
Para que un LMS móvil tenga éxito es imprescindible que cumple con un requisito: que toda la experiencia formativa esté disponible en cualquier momento y en cualquier lugar. Es decir, sin que ni siquiera sea necesario que los alumnos tengan que registrarse previamente a través de un ordenador. Es decir, no basta con que el sistema sea “amigable” con los dispositivos móviles, sino que tiene que ser móvil en su totalidad.
Además, otro requisito, es que es necesario que se desarrolle para distintas plataformas móviles.
El salto de las plataformas educativas o LMS a los dispositivos móviles. Imprescindible.
In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach, and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”
What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education.
As a first step in an exploration of what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we begin here by:
In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in "distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.
Not all online courses are created from scratch. Many—if not most—are online versions of courses that have previously been taught face-to-face.
...But to be effective in an online environment, the assessments that worked perfectly fine in a face-to-face classroom may need to be tweaked or even replaced. Why? Because the online teaching and learning environment presents the following seven challenges to traditional assessment implementations: "
It’s quite clear from research on the effects of emotion and learning, that an emotional connection can be generated through instructional strategies and creative treatments. These have the potential to facilitate learning and performance.(...)Now let’s jump into some practical approaches to designing for the emotions.
Although it may be difficult to prevent cheating entirely, faculty can implement steps to reduce its impact in the student learning assessment process for online courses. The following are some practical tips to prevent or reduce cheating
Entonces, ¿cómo saber si un App es “educativa” o no? ¿ Cómo saber si su diseño permite planificar las actividades académicas según el currículum, si potencia la colaboración, comunicación, creatividad, el razonamiento crítico, si se basa en los estándares académicos y en los objetivos del aprendizaje?
Motivated, reflective teachers may do well in a completely virtual learning environment. But I wonder: Will the average overburdened teacher be able commit the time and mental energy needed to make the most out of a virtual environment?