Modelo pedagógico para la Facultad de Estudios Virtuales de la Universidad Adventista del Plata

Abstract

Introduction The present work describes the virtual pedagogic model created as a result of the doctoral dissertation on Educational Technologies: E-Learning and Knowledge Management of the University of the Balear Islands, Spain. The resulting pedagogic model will be applied at the Universidad Adventista del Plata (UAP), Argentina, for the School of Virtual Studies (Escuela de Estudios Virtuales - EEVi). Research Content The virtual pedagogic model was created using the ADDIE instructional model and its five phases of analysis, design, development, implementation and evaluation. The pedagogic model of the university for the traditional face to face modality was taken into account, along with the existing learning theories, the theoretical position of the experts, the pedagogic model of other universities with virtual learning programs and the model developed by the Group of Educational Technologies of the University of the Balear Islands. The pedagogic model was defined, placing the student as its center and then defining the organizational, pedagogical and technological dimensions in concentric circles. Also detailed in this work are the technological infraestructure, digital materials, the users’ technical knowledge, communication types used, integration of the ICTs, distribution and implemmentation of materials and the quality criteria. The involved actors were also defined as well as their profiles and roles. With the purpose of testing the pedagogic model and its constitutive elements, a course was designed using the elements of the three dimmensions. The course was given to a group of university students. Conclusion After concluding the testing of the pedagogic model in the prototype course Introduction to Virtual Education a satisfaction survey was administered to the students. A group of experts were asked to evaluate the course applying the ADECUR instrument (Spanish acronym meaning Educational Analysis of Teaching Strategies in University Courses on the Net). A group of informants were also interviewed. The evaluation of the students was positive with an average of 88,4% while the experts satisfaction was 91,05% which shows that the course was evaluated similarly and with high levels of satisfaction. On the other hand, the informants’ appraisal was qualitative in nature and was very positive. Considering these evaluations it is safe to conclude that the implementation of the pedagogic model is viable.