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Rol docente desde la praxis socio-discursiva en entornos virtuales de educación superior
| Content Provider | Semantic Scholar |
|---|---|
| Author | Arzuza, Turizo Elena, Maritza |
| Copyright Year | 2019 |
| Abstract | Background: This project accepted the premise that the commitment of the virtual trainer goes beyond preparing study materials; go to the technological tools; expose concepts, theories, procedures and techniques; apply knowledge tests, approve or disapprove the achievement of learning objectives; highlight or sanction the student's behavior; and follow literally, the steps of an administrative process: planning, organization, execution, direction and control, as if the educational institution were a company in the productive sector. The virtual teacher must mobilize in all the possible axes of his educational practice, understood as social-discursive praxis. In this sense, it is obliged to be updated in order to fully assume the process that it is in charge of. The difficulties described above involve the need to transform the expanded educational practices in virtual environments (EV), emphasizing the social responsibility of educational institutions and specifically, the teacher as a training agent for human talent. Objective: The General Objective was To integrate the axes of the teaching role, through a scientific and empirical construct, sustained from the theory and the socialdiscursive practice in virtual environments of higher education. Specific Objectives: • Unveil the positive and negative feelings experienced by virtual course participants. • Categorize the axes of the teaching role, from its significance in Virtual Learning Communities. • Support in theoretical, epistemological and methodological terms, the gearing of the teaching role axes in virtual scenarios. • Organize a scientific and empirical construct, which contributes to the articulation of the axes of the teaching role in virtual training spaces. Materials and Methods: On the basis of a historical paradigm hermeneutic, with a phenomenological philosophical substratum; the problem was unraveled in particular contexts, without abstracting it from the sociocultural environment in which it was produced: virtual environments, in this case. Along this line, ethnomethodology was accepted as an option that allowed interpreting and assessing the experiences of subjects who, despite being physically separated, shared virtual scenarios organized and regulated for training purposes, because of a defined institutional role (teacher, student or technical advisor). Regarding empirical work, under an emerging design with a spiral route, techniques of Discourse Analysis and Virtual Ethnography were used: systematic non-participant observation, in-depth semi-structured interviews, document review, analysis of content and asynchronous and synchronous texts, among the latter ones, online dialogs (chat). In addition, a Likert Rating Scale was administered through a digital form. Results: In this way, it was possible to reveal that gratitude, enthusiasm and expectation are positive feelings that come together with tensions and conflicts marked by loneliness, isolation and the need for guidance. Likewise, the exhaustive field work carried out led to the classification of the axes of the teaching role, from a view to the current situation, but above all, pondering its potential value in educative and social discursive scenarios. These results, together with the systematization of referents and state of the art, led to delineate the theoretical, epistemological and methodological bases of a scientific and empirical construct in the form of a pentagon. Within this, a great metadidactic network of emergent social discursive categories was configured, a propitious route for the gear of the axes of the teaching role in virtual environments. All this, supported by a series of theoretical analogies, epistemological triads, principles and methodological imperatives on which it is firmly based, that macrored called Paidoteca E-Learning. Conclusions: It is concluded that through the epistemological and empirical designed construct, it is feasible to mobilize the skills of the virtual tutor in different axes, counteracting the dispersion and fragmentation that is currently observed. The aim is to locate three (3) dimensions in a key position that prioritize the subject and its human nature: pedagogical, axiological and socio-affective. This, without detracting from the importance of the virtual training process, other components of virtual teaching: technological, didactic, cognitive, organizational, evaluative and investigative. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://bonga.unisimon.edu.co/bitstream/handle/20.500.12442/3273/Rol_Docente_Desde_la_Praxis_%20SocioDiscursiva_Entornos_Virtuales_Resumen.pdf?isAllowed=y&sequence=4 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
