Publication: La calidad en la educación a distancia continúa siendo un
tema muy complejo
Authors
Fainholc, Beatriz
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Existe una extensa producción de programas de Educación a
Distancia, incluyendo TICs o en propuestas híbridas. Es extensa y no intensa, lo
que supone ser reflexiva o de análisis evaluativo profundo de sus intentos. Es
necesario conocerlas más de cerca por lo tanto es necesario establecer criterios
para arribar a propuestas educativas confiables y de calidad. Se está lejos aun de
criterios no hechos a priori para contrastar programas y materiales, si se trata de
analizar los procesos en marcha y sus resultados reales, para validar indicadores de
calidad y comunicarlos emitiendo juicios de valor y en su impacto social. Ello es
preocupación también de la educación presencial aunque con otros rasgos
característicos.
There is a vast production of programs in Distance Education, including ICT or hybrid proposals. This production is extense but not intense in relation to being reflective or having a deep evaluative analysis of its attempts. It is necessary to have a closer look at them. Therefore it is necessary to establish criteria in order to reach trusworthy, quality eduactional proposals. It is still a long way from having criteria no prior to facts to contrast programs and materials, when trying to analyze ongoing processes and their actual results in order to validate and communicate quality indicators by passing judgement and in their social impact. That is also a worrying issue for face-to-face education; it has some other characteristics, though
There is a vast production of programs in Distance Education, including ICT or hybrid proposals. This production is extense but not intense in relation to being reflective or having a deep evaluative analysis of its attempts. It is necessary to have a closer look at them. Therefore it is necessary to establish criteria in order to reach trusworthy, quality eduactional proposals. It is still a long way from having criteria no prior to facts to contrast programs and materials, when trying to analyze ongoing processes and their actual results in order to validate and communicate quality indicators by passing judgement and in their social impact. That is also a worrying issue for face-to-face education; it has some other characteristics, though
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Citation
RED - Revista de Educación a Distancia, N. 12, 2004
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