Tranformaciones en la universidad hoyintegración de modalidades formativas

  1. Josep M. Duart 1
  2. Santiago Mengual Andrés 2
  1. 1 Universitat Oberta de Catalunya
    info

    Universitat Oberta de Catalunya

    Barcelona, España

    ROR https://ror.org/01f5wp925

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
Revista española de educación comparada

ISSN: 1137-8654

Year of publication: 2015

Issue Title: Educación a distancia, la perspectiva de la universidad en una sociedad red

Issue: 26

Pages: 15-39

Type: Article

DOI: 10.5944/REEC.26.2015.14447 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista española de educación comparada

Abstract

The introduction and intensive use of ICTs, and the internet in particular, have led to important changes at universities over the last three decades. Technologies have transformed people’s skills and lives and they have transformed organizations too. This article reviews the most important changes at universities that have affected all the members of the education community: students, faculty and administration. It analyses the transformations in pedagogy, in the use of technology and in university management and administration in order to highlight the importance of finding the necessary balance between accessibility, quality and cost of university education. The transformations resulting from the impact of the Information Society have brought about a change in the focus for the university dynamic, which has moved from what should be taught or transmitted to stressing the skill of how to learn. This has led to the rise of new university models involving hybridization that blends on-campus and online. These models are transforming universities as we know them.

Bibliographic References

  • ALVAREZ, I., ESPASA, A. y GUASCH, T. (2012): The value of feedback in improving collaborative writing assignments in an online learning environment, Studies in Higher Education, 37(4), pp. 387–400. doi: 10.1080/03075079.2010.510182
  • ANDERSON, T. y DRON, J. (2010): Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy, European Journal of Open, Distance and E-Learning, 2. Extraído de http://www.editlib.org/p/73803/
  • ANDERSON, T. y DRON, J. (2011): Three Generations of Distance Education Pedagogy, International Review of Research in Open and Distance Learning, 12(3), pp. 80-97.
  • BATES, A. (1997). The impact of technological change on open and distance learning, Distance Education, 18(1), pp. 93-109. doi:10.1080/0158791970180108
  • BEN-ARI, M. (2001): Constructivism in Computer Science Education, Journal of Computers in Mathematics and Science Teaching, 20(1), pp. 45-73.
  • BENSON, R., y BRACK, C. (2009): Developing the Scholarship of Teaching: What Is the Role of E-Teaching and Learning? Teaching in Higher Education, 14(1), pp. 71-80.
  • BOK, D. (2009): Universities in the Marketplace: The Commercialization of Higher Education (Princeton: Princeton University Press).
  • BOOTH, R. (2006): E-mentoring: Providing online careers advice and guidance, Journal of Open, Flexible, and Distance Learning, 10(1), pp. 6-14.
  • BUZZETTO-MORE, N. y ALADE, A. (2006): Best Practices in e-Assessment, Journal of Information Technology Education: Research, 5(1), pp. 251-269.
  • CASAS ARMENGOL, M. (2005): The new university and the knowledge society, RUSC. Universities and Knowledge Society Journal, 2(2). Extraído de http://journals.uoc.edu/index.php/rusc/article/view/v2n2-casas-armengol
  • CASTAÑO, J., DUART, J. M. y SANCHO, T. (2012): Una segunda brecha digital entre el alumnado universitario, Cultura y Educación, 24(3), pp. 363-377. doi: 10.1174/113564012802845695
  • CASTAÑO, J., DUART, J. M. y SANCHO-VINUESA, T. (2015): Determinants of Internet use for interactive learning : an exploratory study, Journal of New Approaches in Educational Research, 4(1), pp. 24-31. doi: 10.7821/naer.2015.1.93
  • CASTAÑO-MUÑOZ, J. (2010): Digital Inequality Among University Students in Developed Countries and its Relation to Academic Performance, RUSC. Universities and Knowledge Society Journal, 7(1). Extraído de http://journals.uoc.edu/index.php/rusc/article/view/v7n1_castano
  • CASTELLS, M. (2002): Internet y la Sociedad Red. Extraído de http://www.uoc.edu/web/cat/articles/castells/print.html
  • CASTELLS, M. (2006): La sociedad red : una visión global (Madrid, Alianza).
  • CASTILLO MERINO, D. y SJÖBERG, M. (2008): A Theoretical Framework for the Economics of E-learning, RUSC. Universities and Knowledge Society Journal, 5(1). Extraído de http://journals.uoc.edu/index.php/rusc/article/view/v5n1-economics-of-elearning
  • CHUN, M. (2011): Improving Writing and Thinking Through Assessment (New York, Information Age Publishing).
  • COBO, C. y MORAVEC, J. W. (2011): Aprendizaje Invisible. Hacia una nueva ecología de la educación. Col·lecció Transmedia XXI (Barcelona, Laboratori de Mitjans Interactius / Publicacions iEdicions de la Universitat de Barcelona).
  • CRUE (2014): UniversiTIC 2013: Situación actual de las TIC en las Universidades Españolas. Extraído de http://www.crue.org/Publicaciones/Documents/Universitic/2013.pdf
  • DANIEL, J., KANWAR, A. y UVALIĆ-TRUMBIĆ, S. (2009): Breaking Higher Education’s Iron Triangle: Access, Cost, and Quality, Change: The Magazine of Higher Learning, 41(2), 30-35. doi: 10.3200/CHNG.41.2.30-35
  • DE WIT, J. W. (2011): Globalization and Internationalisation of Higher Education, RUSC. Universities and Knowledge Society Journal, 8(2), 77. Extraído de http://journals.uoc.edu/index.php/rusc/article/view/v8n2-globalizacion-einternacionalizacion-de-la-educacion-superior/v8n2-de-wit-epub-eng
  • DUART, J. M., GIL, M., PUJOL, M. y CASTAÑO-MUÑOZ, J. (2008): La Universidad en la sociedad red. Extraído de http://books.google.es/books/about/La_Universidad_en_la_sociedad_red.html?id=MA 0SeK3MdmwC&pgis=1
  • DUART, J. M. y LUPIÁÑEZ, F. (2005): E-strategies in the introduction and use of information and communication technologies in the university, RUSC. Universities and Knowledge Society Journal, 2(1). Extraído de http://journals.uoc.edu/index.php/rusc/article/view/v2n1-duart-lupianez
  • ERENLI, K. (2013): The Impact of Gamification Recommending Education Scenarios, International Journal of Emerging Technologies in Learning (iJET), 8(2013), 15-21.
  • GRAHAM, D. (2008): A Cooperative Work Framework for E-Learning. E-Learning, 5(4), pp. 475-484.
  • GROS, B. (2000): El ordenador invisible. Barcelona: Gedisa.
  • GROS, B. (2002): Knowledge Construction and Technology, Journal of Educational Multimedia and Hypermedia, 11(4), pp. 323-343.
  • GUARDIA, L. y SANGRÀ, A. (2005): Diseño instruccional y objetos de aprendizaje; hacia un modelo para el diseño de actividades de evaluación del aprendizaje online, Revista de Educación a Distancia. Extraído de http://revistas.um.es/red/article/view/24531
  • HERBOLD, K. (2013): To the Flipped Classroom and Beyond! In World Conference on Educational Media and Technology, Vol. 2013, pp. 1809–1814. Extraído de http://www.editlib.org/p/112214/
  • HYLEN, J., VAN DAMME, D., MULDER, F. y D’ANTONI, S. (2012): Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire. OECD Education Working Papers, No. 76. OECD Publishing (NJ1). Extraído de http://eric.ed.gov/?id=ED532030
  • IMMERWAHR, J., JOHNSON, J. y GASBARRA, P. (2008): The Iron Triangle: College Presidents Talk about Costs, Access, and Quality. National Center Report #08-2. National Center for Public Policy and Higher Education. Extraído de http://eric.ed.gov/?id=ED503203
  • JUSTUS, M. y HALL, C. (2013): Advanced Technology Integration as a Tool for Internationalizing Online Higher Education. In Society for Information Technology & Teacher Education International Conference, Vol. 2013, pp. 610–614. Extraído de http://www.editlib.org/p/48175/
  • KING, C., DOHERTY, K., KELDER, J.-A., MCINERNEY, F., WALLS, J., ROBINSON, A. y VICKERS, J. (2014): “Fit for Purpose”: a cohort-centric approach to MOOC design, RUSC. Universities and Knowledge Society Journal, 11(3), pp. 108-121.
  • KIRK, J. y BELOVICS, R. (2006): Making E-Working Work, Journal of Employment Counseling, 43(1). Extraído de http://www.editlib.org/p/100053/
  • KOOHANG, A., RILEY, L., SMITH, T. y SCHREURS, J. (2009): E-Learning and Constructivism: From Theory to Application, Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), pp. 91-109.
  • KOP, R. y HILL, A. (2008): Connectivism: Learning theory of the future or vestige of the past?, International Review of Research in Open and Distance Learning, 9(3). Extraído de http://www.editlib.org/p/49292/
  • LESSIG, L. (1999): Code and other laws of cyberspace. New York, USA: Basic Books.
  • MANLOW, V. (2010): Inventing the Future: Using the New Media to Transform a University From a Teaching Organization to a Learning Organization, Journal of Interactive Learning Research, 21(1), pp. 47-64.
  • MCSHANE, K. (2004): Integrating Face-to-Face and Online Teaching: Academics’ Role Concept and Teaching Choices, Teaching in Higher Education, 9(1), pp. 3-16.
  • MORAVEC, J. W. (2013): Knowmad society: the “new” work and education. Emerald Group Publishing Limited. Extraído de http://www.emeraldinsight.com/doi/abs/10.1108/10748121311322978
  • MORTERA-GUTIÉRREZ, F. (2006): Faculty Best Practices Using Blended Learning in ELearning and Face-to-Face Instruction, International Journal on E-Learning, 5(3), pp. 313-337.
  • MSWELI, P. (2012): Mapping the interplay between open distance learning and internationalisation principles, International Review of Research in Open and Distance Learning, 13(3), pp. 97-116.
  • NMC (2014): NMC Horizon Report. 2014 Higher Education Edition. The New Media Consortium. Extraído de http://www.nmc.org/publications/2014-horizon-reporthigher-ed
  • OECD (2005): E-learning in Tertiary Education. OECD READ edition. Extraído de http://www.keepeek.com/Digital-Asset-Management/oecd/education/e-learning-intertiary-education_9789264009219-en#page1
  • OSORIO GÓMEZ, L. A. (2010): Characteristics of Blended Learning Environments: Case Study of a Postgraduate Programme in Los Andes University, RUSC. Universities and Knowledge Society Journal, 7(1). Extraído de http://journals.uoc.edu/index.php/rusc/article/view/v7n1_osorio
  • OSORIO GÓMEZ, L. A. y DUART, J. M. (2011a): A hybrid approach to university subject learning activities, British Journal of Educational Technology, 43(2), pp. 259- 271. doi: 10.1111/j.1467-8535.2011.01175.x
  • OSORIO GÓMEZ, L. A. y DUART, J. M. (2011b): Interaction Analysis in Hybrid Learning Environment, Comunicar, 19(37), pp. 65-72. doi: 10.3916/C37-2011-02-06
  • PACHLER, N., DALY, C., MOR, Y. y MELLAR, H. (2010): Formative E-Assessment: Practitioner Cases, Computers & Education, 54(3), pp. 715-721.
  • PARKER, B. y BURNIE, D. (2009): Classroom Technology in Business Schools: A Survey of Installations and Attitudes Toward Teaching and Learning, AACE Journal, 17(1), pp. 45-60.
  • RANDOLPH, G. L. (1988): Expert Systems as Cognitive Models for Intelligent Tutors, Journal of Computers in Mathematics and Science Teaching, 7(4), pp. 16-20.
  • RODRIGUES DIAS, M. A. (2007): Regional and global: articulation of the diversity of functions of higher education, RUSC. Universities and Knowledge Society Journal, 4(2). Extraído de http://journals.uoc.edu/index.php/rusc/article/view/v4n2-rodrigues
  • RODRÍGUEZ MARTÍN, M. y PÁEZ ROVIRA, D. (2009): Influencia de la cultura social y de la cultura organizacional en las universidades. Boletín de Psicología. Promolibro. Extraído de http://dialnet.unirioja.es/servlet/articulo?codigo=3139328&info=resumen&idioma=SP A
  • ROGERS, P. L. (2001): Traditions to Transformations: The Forced Evolution of Higher Education, AACE Journal, 9(1), pp. 47-60.
  • ROIG VILA, R., MENGUAL ANDRÉS, S. y SUÁREZ GUERRERO, C. (2014): Evaluación de la calidad pedagógica de los MOOC, Profesorado: Revista de Curriculum y Formación del Profesorado. Extraído de http://www.ugr.es/~recfpro/rev181ART2.pdf
  • SIEMENS, G. (2005): Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, 2(1). Extraído de http://www.itdl.org/Journal/Jan_05/article01.htm
  • SINGULARITY UNIVERSITY (2014): Impact Report 2014. Extraído de http://cdn.singularityu.org/wpcontent/uploads/2014/06/impactreport_06122014_online.pdf
  • SUEN, H. (2014): Peer assessment for massive open online courses (MOOCs), International Review of Research in Open and Distance Learning, 15(3). Extraído de http://www.editlib.org/p/148201/
  • TAYLOR, J. (2004): Toward a Strategy for Internationalisation: Lessons and Practice from Four Universities, Journal of Studies in International Education, 8(2), pp. 149-171.
  • TSCHOFEN, C. y MACKNESS, J. (2012): Connectivism and dimensions of individual experience, International Review of Research in Open and Distance Learning, 13(1), pp. 124-143.
  • UNESCO (1998): Conferencia Mundial sobre la Educación Superior. La educación superopr en el siglo XXI: Visión y acción. Extraído de http://unesdoc.unesco.org/images/0011/001163/116345s.pdf
  • UNESCO (2009): Conferencia Mundial sobre la Educación Superior. La nueva dinámica de la educación superiory la investigación para el cambio social y el desarrollo. Extraído de http://www.unesco.org/education/WCHE2009/comunicado_es.pdf
  • VIDA FERNNDEZ, J. y WEBSTER, S. (2014): From OCW to MOOC: Deployment of OERs in a Massive Open Online Course. The Experience of Universidad Carlos III de Madrid (UC3M), Open Praxis, 6(2), pp. 145-158.
Data source: Dialnet