Publication: Modelo pedagógico para la educación a distancia mediada virtualmente con una perspectiva de distancia transaccional
Authors
Pineda Ballesteros, Eliécer ; Darder Mesquida, Antònia ; Jesús María, Salinas Ibáñez
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/red.557441
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info:eu-repo/semantics/article
Description
Abstract
El punto de partida del modelo fue el reconocimiento de la deserción en la educación a distancia (EaD) como una situación problemática. Analizando sus posibles causas se encontró que estas podían explicarse por la teoría de la distancia transaccional(TDT).En la realización del estudio se usó la investigación basada en diseño cuya característica principal es la introducción de un nuevo elemento para transformar una situación problemática. Inicialmente se revisó la literatura para identificarlas posibles causas de la deserción en educación a distancia. Posteriormente se diseñó y validó un modelo pedagógico partiendo de la revisión de modelos de educación a distancia y virtuales de universidades colombianas y una mexicana. De esta revisión se extrajeron los principales componentes de los modelos pedagógicos y a partir de dichos elementos se diseñó el modelo pedagógico, con un enfoque sistémico. Luego se validó con un panel de expertos y se probó con un grupo de estudiantes mediante un seminario virtual. Los resultados muestran que, al realizar un curso basado en las ideas fundamentales del modelo pedagógico propuesto, disminuye la percepción de la distancia transaccional (DT)por un lado y por otro, se muestra que la intensión de desertar refleja una disminución significativa.
The starting point of the model was the recognition of dropout in distance education as a problematic situation. Analysing their possible causes, it was found that these were explained by the transactional distance theory.The study was carried out using design-based research, whose main characteristic is the introduction of a new element to transform a problematic situation.Initially, the literature was reviewed to identify possible causes of dropout in distance education.Subsequently, a pedagogical model was designed and validated based on the review of distance and virtual education models of a Mexican and Colombian universities.From this review, the main components of the pedagogical models were extracted and based on these elements, the pedagogical model was designed, like a system.It was then validated with a group of experts and tested with a group of students through a webinar.The results show that, by taking a course based on the fundamental ideas of the proposed pedagogical model, the perception of transactional distance decreases and, on the other hand, it is demonstrated that the intention to drop out shows a significant decrease.
The starting point of the model was the recognition of dropout in distance education as a problematic situation. Analysing their possible causes, it was found that these were explained by the transactional distance theory.The study was carried out using design-based research, whose main characteristic is the introduction of a new element to transform a problematic situation.Initially, the literature was reviewed to identify possible causes of dropout in distance education.Subsequently, a pedagogical model was designed and validated based on the review of distance and virtual education models of a Mexican and Colombian universities.From this review, the main components of the pedagogical models were extracted and based on these elements, the pedagogical model was designed, like a system.It was then validated with a group of experts and tested with a group of students through a webinar.The results show that, by taking a course based on the fundamental ideas of the proposed pedagogical model, the perception of transactional distance decreases and, on the other hand, it is demonstrated that the intention to drop out shows a significant decrease.
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Citation
RED: revista de educación a distancia, N. 77, V. 24, 2024
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