A “New Normality” Focused on Learning: Remote Teaching Strategies for the Times of and Post-Pandemic: http://repositorio.ulvr.edu.ec/handle/44000/4607
The COVID-19 pandemic has led to conventional educational programs continuing under the modality of remote teaching. For this, teachers must implement learning scenarios supported by computers and multimedia resources through the Internet. For this “new normality” to produce the expected learning ou...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Ecuador |
| Institución: | Universidad Laica Vicente Rocafuerte |
| Repositorio: | Revista Universidad Laica Vicente Rocafuerte |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/674 |
| Acceso en línea: | http://revistas.ulvr.edu.ec/index.php/yachana/article/view/674 |
| Access Level: | acceso abierto |
| Palabra clave: | educación instrucción enseñanza asistida por ordenador education instruction computer-assisted teaching |
| Sumario: | The COVID-19 pandemic has led to conventional educational programs continuing under the modality of remote teaching. For this, teachers must implement learning scenarios supported by computers and multimedia resources through the Internet. For this “new normality” to produce the expected learning outcomes, remote teaching should be designed and implemented based on the most solid knowledge about how people learn using multimedia resources. It entails the creation of dynamic and personalized learning environments that adjust to the cognitive characteristics of the students. This article insists in favor of an explicit, direct teaching approach adapted to the knowledge of the students. Following this, a set of strategies from cognitive perspectives is presented, such as cognitive load theory, multimedia learning, and desirable difficulties, to foster adaptive learning environments that optimize the dual processing of multimedia and promote long-term learning. |
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