Aprender estratégicamente: Percepciones de docentes y alumnos de un programa de maestría a distancia
[EN] In the 21st century, in a context of technological change in which increasing amounts of new information and knowledge is produced on a daily basis, it is considered that a fundamental transversal skill to be strengthened in universities, especially in distance education, is students’ strategic...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/93875 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/93875 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizaje estratégico Educación a distancia Aprendizaje autónomo Aprendizaje autorregulado Educación superior Aprender a aprender Strategic learning Distance learning Lifelong learning Self-regulated learning Higher education Learning to learn |
| Sumario: | [EN] In the 21st century, in a context of technological change in which increasing amounts of new information and knowledge is produced on a daily basis, it is considered that a fundamental transversal skill to be strengthened in universities, especially in distance education, is students’ strategic learning. The research proposes an operational notion of strategic learning, which integrates in a single category, the characteristics of learning to learn, lifelong learning and self-regulated learning. Although these categories hold basis and consensus in the academic community, they are not necessarily integrated into the competency profiles that guide the educational programs. A consultation about the need to strengthen the strategic learning skills has been conducted in a distance learning master program, responsible for the education of public policies decision-makers. Teachers, students and instructional designers have expressed their opinion about the relevance of this competency, about the fundamental skills that should be given priority to improve the profile of the graduate students, about the students’ level of achievement in these skills and about the degree of responsibility the educational post graduate program has in this matter. The case study contributes with a critical view about the incorporation of strategic learning as a transversal skill, especially in distance learning programs, in order to face the deficits drawn from basic education, from the own profiles of students, and from the deficiencies of undergraduate teaching processes. |
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