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Artículos (revistas)

URI permanente para esta colecciónhttp://10.0.96.45:4000/handle/11056/14728

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Examinando Artículos (revistas) por Autor "Araya, Isabel"

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    Ítem
    Diagnosis of educational needs for the implementation of blended courses based on the blended learning model. The case of the Social Sciences Faculty of the National University of Costa Rica
    (Elsevier, 2017) Araya, Isabel; Soler, Juan Ramón; Soler, Rebeca
    This study is accomplished from the educational needs assessment in the framework of educational research. The objective is to identify, analyse and assess human resources and materials. In this sense, didactic principles will also form part of the analysis. In particular, those applied in studies offered by the Social Sciences Faculty of the National University of Costa Rica (SSF) to implement blended courses based on the blended learning model. Quantitative and qualitative research techniques were used to gather information from a complementary approach, in order to describe and interpret the different sources. That process included three phases: document review; surveys done to students and teachers; structured interviews to school principals and deanship. The results show there are appropriate curricular elements to venture into innovation proposals regarding academic offer in terms of flexibility and ICT incorporation in training programs. Likewise, the blended learning is an option which contributes to the quality of education, access opportunities and the educational processes improvement.
  • Miniatura
    Ítem
    Subjects in the blended learning model design. Theoretical-methodological elements
    (Elsevier, 2017) Soler, Juan Ramón; Araya, Isabel; Soler, Rebeca
    Curriculum design at different levels explains the intentions of an educational project in its particular context. The subjects design is specified in micro planning, and orients didactics around the questions of the teaching and learning process in the classroom. This research was conducted in order to determine theoretical-methodological elements for the design of courses following the blended learning model. As point of departure, two questions were considered: How others do it? And what do we count on to be able to perform subjects based on this model? The method used was based on the case study, from a hermeneutic-phenomenological approach. Quantitative and qualitative techniques were also used such as surveys, interviews, and documentary analysis. Results are specified in a proposal that integrates three dimensions: intentions and principles, scope and development, and assessment.