Publication: Complementariedad en las modalidades educativas: presencial y a distancia
Authors
Serrano Barquín, Carolina ; Muñoz Muñoz, Irma
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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
Actualmente la educación, transcurre por un proceso de transformación, este transcurso o
metamorfosis resulta indispensable antes de aspirar a una complementariedad formativa y por ésta,
habremos de referirnos tanto a la epistémica [interdisciplinariedad], técnico-administrativa
[soporte tecnológico, normativo y administrativo] y humanística [axiológica] como a la
complementariedad de modalidades educativas. Se podría mencionar que existen etapas de
desarrollo y vinculación; primero a nivel institucional, seguido de redes académicas
interinstitucionales y finalmente la etapa de programas interinstitucionales y megaproyectos
internacionales. El principio de complementariedad en la educación es fundamental en el contexto
actual, sobre todo en las modalidades presencial y a distancia, ya que frecuentemente han sido
considerados subsistemas muy diferentes e inclusive antagónicos, su coexistencia y compatibilidad
se puede dar en diversos aspectos. El presente artículo está dividido en los siguientes apartados:
antecedentes de la educación a distancia, conceptos comunes, principio de complementariedad y
finalmente conclusiones.
Nowadays, learning is going through a transformation. This metamorphosis becomes indispensable before intending to get a formative complementariness; for this, we refer to the epistemic [interdisciplinary], technical-administrative [technological, normative and administrative support], and humanistic [axiological]) as well as the complementariness of learning trends. It could be mentioned that there are stages of development and link; first at an institutional level, then interinstitutional, academic nets and, finally, the stage of interinstitutional programs and international megaprojects. The principle of complemen-tariness in education is fundamental in the present context, especially in classroom-based and distance trends, since they have been frequently considered as very different or even antagonistic subsystems. Their coexistence and compatibility can be given in diverse aspects. The present article is divided into the following sections: antecedents of distance education, common concepts, principles of complementariness and, finally, conclusions
Nowadays, learning is going through a transformation. This metamorphosis becomes indispensable before intending to get a formative complementariness; for this, we refer to the epistemic [interdisciplinary], technical-administrative [technological, normative and administrative support], and humanistic [axiological]) as well as the complementariness of learning trends. It could be mentioned that there are stages of development and link; first at an institutional level, then interinstitutional, academic nets and, finally, the stage of interinstitutional programs and international megaprojects. The principle of complemen-tariness in education is fundamental in the present context, especially in classroom-based and distance trends, since they have been frequently considered as very different or even antagonistic subsystems. Their coexistence and compatibility can be given in diverse aspects. The present article is divided into the following sections: antecedents of distance education, common concepts, principles of complementariness and, finally, conclusions
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Citation
RED: revista de educación a distancia, N. 20, 2008
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