Transformación del enfoque centrado en el estudiante en el contexto de la digitalización de la educación

Autores/as

DOI:

https://doi.org/10.17162/au.v11i4.776

Palabras clave:

Enfoque centrado en el estudiante, educación transformadora, educación digitalizada, tecnologías digitales, tecnologías educativas.

Resumen

El objetivo del presente artículo es estudiar el impacto de la digitalización de la educación en la transformación del enfoque centrado en el estudiante. El estudio se realizó a través de una encuesta que se basó en el cuestionario desarrollado con la participación del proyecto internacional Erasmus + MoPED. El autor identificó la principal gama de cuestiones que preocupan mucho a los estudiantes en relación con la introducción de elementos de digitalización en el proceso educativo. Se estableció que: la mayoría de los estudiantes no confían en el sistema automatizado de control del conocimiento; la mayoría de los estudiantes expresaron su preocupación por la calidad de los materiales didácticos digitales; la mayoría de los encuestados expresaron su voluntad de participar activamente en el autodesarrollo y trabajar en tareas en formato digital. Así, se constató que el enfoque centrado en el alumno se está transformando junto con la digitalización del proceso educativo. La investigación adicional en esta dirección puede tener como objetivo identificar formas y métodos de interacción más aceptables entre estudiantes y profesores sobre la base de plataformas educativas digitales para mejorar la calidad de la educación y aumentar la motivación para aprender. El desarrollo de métodos para transformar el enfoque centrado en el estudiante en el uso de plataformas digitales de aprendizaje también es prometedor para futuras investigaciones.

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Publicado

2021-07-11

Cómo citar

A. Kharkivska, A. ., V. Molchaniuk, O. ., O. Prokopenko, A. ., O. Palchyk, O. ., V. Kadenko, I. ., & B. Borzyk, O. . (2021). Transformación del enfoque centrado en el estudiante en el contexto de la digitalización de la educación. Apuntes Universitarios, 11(4), 323 -341. https://doi.org/10.17162/au.v11i4.776