Distance education: New modality, new students. The profile of Psychology students in Mexico
The ways of teaching in no-presential education have had a favorable impact as an alternative way to offer training to social groups who can’t comply with the rhytms of formal education. In the specific case of the undergraduate studies in Psychology that are offered in Mexico in this category, the...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/31767 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/31767 |
| Access Level: | acceso abierto |
| Palabra clave: | Student’s profile Higher education Teaching of Psychology Distance education Educational technology Autoregulated learning Perfil del estudiante Educación superior Enseñanza de la psicología Educación a distancia Tecnología educativa Aprendizaje autorregulado |
| Sumario: | The ways of teaching in no-presential education have had a favorable impact as an alternative way to offer training to social groups who can’t comply with the rhytms of formal education. In the specific case of the undergraduate studies in Psychology that are offered in Mexico in this category, the growth of enrollment and in different levels of gradual approval are proof of the impact that this modality has had as a true alternative to formal studies. The authors offer an exposition of the indicators that describe the situation of students who want to study Psychology but chose to enroll in the distance education system. This article presents the results of an explanatory research where the data are divided into five categories: main demographic data; background and previous and current study level; economy and work experience; use of educational technologies and computing and information tools; indicators of autoregulated learning prior to their enrollment in undergraduate studies. |
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