RUSC, Universities and Knowledge Society Journal最新文献

{"title":"A Knowledge-Skill-Competencies e-Learning Model in Mathematics","authors":"G. Albano","doi":"10.7238/rusc.v9i1.1284","DOIUrl":"https://doi.org/10.7238/rusc.v9i1.1284","url":null,"abstract":"This paper concerns modelling competence in mathematics in an e-learning environment. Competence is something complex, which goes beyond the cognitive level, and involves meta-cognitive and non-cognitive factors. It requires students to master knowledge and skills and at least some measurable abilities, which Niss calls ‘competencies’. We present a model that exploits the innovative technological features of the IWT platform to define a personalised learning experience allowing students to increase their competence in mathematics. It is based on knowledge and skills representations by means of a graph metaphor, and on a theoretical framework for modelling competence.ResumenEste trabajo se centra en la competencia matemática en un entorno de aprendizaje virtual. La competencia es algo complejo, que trasciende el nivel cognitivo, e implica factores metacognitivos y no cognitivos. Exige de los estudiantes su dominio sobre conocimientos y destrezas y, por lo menos, sobre algunas capacidades medibles, a las que Niss llama «competencias específicas» [competencies]. El modelo que presentamos utiliza las innovadoras características tecnológicas de la plataforma IWT para definir una experiencia de aprendizaje personalizado que permite a los estudiantes aumentar su competencia en matemáticas. Se basa en la representación de conocimientos y destrezas mediante metáforas gráficas y en un marco teórico para modelar la competencia.","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125352971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preservation of Learning Objects in Digital Repositories","authors":"Juanjo Bote, J. Minguillón","doi":"10.7238/rusc.v9i1.1036","DOIUrl":"https://doi.org/10.7238/rusc.v9i1.1036","url":null,"abstract":"The aim of this article is to analyse the different processes involved in the preservation of learning objects in a digital repository. Presented as a case study is a prototype repository for a collection of statistics-related e-learning materials used in the respective academic subjects offered by the Open University of Catalonia (UOC, Universitat Oberta de Catalunya). The purpose of these materials is to serve the whole community and not just the university. To that end, the repository was created with DSpace open-source software. The goal is to promote the reuse and the digital preservation of such e-learning materials, though certain aspects of these two objectives are somewhat contradictory. This article analyses the requirements of learning objects deposited in a repository and the needs of the various roles intervening in their handling and long-term preservation.ResumenEl propósito de este artículo es analizar los diferentes procesos en la conservación de objetos de aprendizaje en un repositorio digital. Como caso de estudio se presenta un prototipo de repositorio basado en una colección de materiales de e-learning sobre estadística, usados en las asignaturas respectivas de la Universitat Oberta de Catalunya. Estos materiales tienen el propósito de servir a toda la comunidad, no tan solo a la universidad. Para ello, se ha creado este repositorio en una plataforma abierta basada en DSpace. El propósito es promover tanto la reutilización como la conservación digital de dichos materiales de e-learning, aunque ambos objetivos son, en ciertos aspectos, contradictorios. En este articulo se analizan los requerimientos de los objetos de aprendizaje depositados en un repositorio y las necesidades de los diferentes roles que intervienen en su manipulación y su conservación a largo plazo.","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124054544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Mathematics Online: Emergent Technologies and Methodologies","authors":"H. Cuypers","doi":"10.7238/rusc.v9i1.1432","DOIUrl":"https://doi.org/10.7238/rusc.v9i1.1432","url":null,"abstract":"The following text reviews the book Teaching Mathematics Online: Emergent Technologies and Methodologies, recently published by IGI Global. This book brings together experiences and best practices related to the use of Web-based and computer-based methodologies to teach and learn mathematics courses in higher education. Although there is a plethora of books on e-learning and also a considerable amount of books on mathematics learning in secondary education, this is — as far as we know — the first book combining e-learning and mathematical education at the university level. Thus, it constitutes a basic reference for academics and practitioners of this constantly emerging field.ResumenEl siguiente texto es una reseña del libro Teaching Mathematics Online: Emergent Technologies and Methodologies, publicado recientemente por IGI Global. En él se han reunido una serie de experiencias y mejores prácticas relacionadas con el uso de metodologías basadas en internet y en sistemas informáticos que tienen por objeto la enseñanza y el aprendizaje de las matemáticas en el ciclo educativo superior. Pese a la gran cantidad de libros existentes sobre e-learning y la abundancia de obras referidas a la enseñanza de las matemáticas en el ciclo educativo secundario, este es -que sepamos- el primer libro que combina e-learning y enseñanza de las matemáticas a un nivel universitario. Así pues, nos hallamos ante una referencia básica para entornos tanto académicos como profesionales de esta disciplina en constante evolución.","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131268409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Activity Theory and e-Course Design: An Experience in Discrete Mathematics for Computer Science","authors":"J. Ramirez, M. Juárez, A. Remesal","doi":"10.7238/rusc.v9i1.1264","DOIUrl":"https://doi.org/10.7238/rusc.v9i1.1264","url":null,"abstract":"The aim of this article is to present a distance e-learning experience of mathematics in higher education. The course is offered as a remedial program for master’s degree students of Computer Science. It was designed to meet the particular needs of the students entering the master’s degree program, as a response to the lack of understanding of logical language which was identified in several previous cohorts of students at CENIDET. The course addresses mathematical abilities of comprehensive functional use of logical language as a basic ability to be developed for later successful participation in the Master of Computer Science and also for later use in professional contexts of Computer Engineering. Eighteen students distributed throughout Mexico volunteered to participate under the guidance of one instructor. The techno-pedagogical design of the course is grounded on two theoretical approaches. Content-related instructional decisions are supported by different concepts of the second generation of Activity Theory. The concept of Orienting Basis of an Action was particularly useful to define the skills the students were expected to develop. Instructional decisions related to the participants’ interaction are underpinned by Slavin’s Team Accelerated Instruction model. We present the course structure in detail and provide some student interaction excerpts in order to illustrate their learning progress.ResumenEl objetivo de este estudio es presentar una experiencia de aprendizaje virtual a distancia en el ámbito de la enseñanza de las matemáticas en educación superior. El curso se ofrece como programa de apoyo para alumnos de un máster de Ciencias de la Computación y está específicamente diseñado para satisfacer las necesidades de los estudiantes que iniciaban dicho programa, particularmente la falta de comprensión del lenguaje lógico detectada en varias promociones anteriores de los alumnos del CENIDET. El curso tiene como objetivo el desarrollo de la habilidad de uso del lenguaje lógico, la cual es básica para cursar con éxito el máster de Ciencias de la Computación, asi como para su posterior aplicación en contextos profesionales relacionados con la Ingeniería computacional. Dieciocho estudiantes distribuidos por todo México participaron voluntariamente en el estudio bajo la dirección de un tutor. El diseño tecnopedagógico del curso se basa en dos premisas teóricas. Las decisiones didácticas relacionadas con el contenido se fundamentan en varios conceptos derivados de la segunda generación de la Teoria de la Actividad (TA). El concepto de «base de orientación para la acción» ha sido particularmente útil para definir las habilidades que se esperaba que desarrollaran los estudiantes. Las decisiones didácticas relacionadas con la interacción de los participantes se basan en el modelo de enseñanza acelerada en equipo de Slavin. A continuación se expone detalladamente la estructura del curso y se presentan algunos extractos de la interacción de los est","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129885105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Digital, Formative Testing in e-Learning for Mathematics: A Case Study in the Netherlands","authors":"Dirk T. Tempelaar, Boudewijn Kuperus, Hans Cuypers, Henk Kooij, E. Vrie, André Heck","doi":"10.7238/rusc.v9i1.1272","DOIUrl":"https://doi.org/10.7238/rusc.v9i1.1272","url":null,"abstract":"Repeated formative, diagnostic assessment lies at the heart of student-centred learning, providing students with a continuous stream of information on the mastery of different topics and making suggestions to optimize the choice of subsequent learning activities. When integrated into a system of e-learning, formative assessment can make that steering information instantaneous, which is a crucial aspect for feedback in student-centred learning. This empirical study of the role of formative assessment in mathematics e-learning focuses on the important merit of integrating these assessments into a system of state or national testing. Such tests provide individual students with crucial feedback for their personal learning, teachers with information for instructional planning, and curriculum designers with information on the strengths and weaknesses in the mastery states of students in the program and the need to accommodate any shortcomings. Lastly, they provide information on the quality of education at state or national level and a means to monitor its development over time. We shall provide examples of these merits based on data from the national project ONBETWIST, part of the Dutch e-learning program Testing and Test-Driven Learning.ResumenLa repetida evaluación diagnóstica y formativa es uno de los elementos clave del aprendizaje centrado en el alumno, ya que ofrece a los estudiantes un flujo continuo de información sobre su nivel de conocimientos en distintas materias y permite optimizar la posterior elección de actividades de aprendizaje. Cuando se integra en un sistema de aprendizaje virtual, la evaluación formativa puede convertir esta información en instantánea, lo que constituye un aspecto crucial para el retorno de información en un aprendizaje centrado en el alumno. Este estudio empiríco sobre el papel de la evaluación formativa en el aprendizaje virtual de matemáticas se centra en la ventaja de integrar estas evaluaciones en un sistema national o estatal de exámenes. Estos exámenes proporcionan a los estudiantes una información crucial para su aprendizaje personal; suministran a los profesores los datos necesarios para llevar a cabo la planificación docente; y ofrecen a los encargados de elaborar los planes de estudio la información necesaria sobre las fortalezas y las debilidades de los estudiantes de cada programa y la necesidad de solucionar cualquier deficiencia. En último lugar, ofrecen información sobre la calidad de la enseñanza a escala national o estatal y son un medio para controlar su desarrollo a través del tiempo. Daremos ejemplos de todas estas ventajas según los datos del proyecto nacional ONBETWIST, que forma parte del programa de aprendizaje virtual holandés «Los exámenes y el aprendizaje basado en exámenes».","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115123619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Network Promises and Their Implications","authors":"P. Bouchard","doi":"10.7238/rusc.v8i1.960","DOIUrl":"https://doi.org/10.7238/rusc.v8i1.960","url":null,"abstract":"The new learning environment characterized by P2P networking allows for new forms of learning and new ways of knowledge production. One must be careful, however, not to confuse the more mature concepts of fluid and relative knowledge, which learners gradually develop through dialog and exchange, with some kind of epistemological revolution mandated by the new networked environment itself.Interactive networks have been represented as somewhat “ideal” environments where nodes are equally dispersed and connected in an environment devoid of the constraints of space or time. While it is certainly true that P2P interactivity offers immense new possibilities for learners, we must strive to understand the dialectical nature of the new environment. What appears to be an ideally democratic social space can in fact be subjected to hidden power distribution and arcane control.Learner control is one important dimension of networked communications, with implications reaching all the way to questioning the nature of learning and knowing. While network enthusiasts are prone to proclaim the new age of the “creative commons”, some very real steps are being taken to upset this trend, and we should caution that copyright issues are far from being resolved in this environment.ResumenEl nuevo entorno de aprendizaje definido por las redes P2P facilita nuevas formas de aprendizaje y nuevos sistemas de producción de conocimiento. Sin embargo, se ha de procurar no confundir los conceptos más evolucionados de conocimiento relativo y conocimiento fluido, que los estudiantes adquieren gradualmente a través del diálogo y el intercambio, con la revolución epistemológica que exige el nuevo entorno de red.Las redes interactivas se han representado como entornos hasta cierto punto «ideales» en los que los nodos están a la vez dispersos y conectados a un entorno carente de limitaciones espaciales o temporales. Si bien es cierto que la interactividad P2P ofrece inmensas posibilidades a los estudiantes, debemos procurar entender la naturaleza dialéctica del nuevo entorno. Lo que parece un espacio social idealmente democrático, en realidad, puede estar sometido a un reparto de poderes oculto y a un sistema encubierto de control.El control del estudiante es una de las dimensiones más importantes de las comunicaciones en red, con implicaciones que llevan a poner en tela de juicio el aprendizaje y el conocimiento. Aunque los partidarios de la red se sientan inclinados a proclamar el nacimiento de la era de los «creative commons», se están tomando medidas muy efectivas para dar al traste con este movimiento, y, por otro lado, es preciso advertir que los problemas de copyright están lejos de resolverse en este entorno.","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123181982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of Questions to Facilitate Social Learning in a Web 2.0 Environment","authors":"Rebecca Ferguson","doi":"10.7238/rusc.v8i1.993","DOIUrl":"https://doi.org/10.7238/rusc.v8i1.993","url":null,"abstract":"Online social learning involves distributed learners interacting through the use of Web 2.0. In many cases, Web 2.0 interactions are limited to information exchange and do not provoke knowledge construction. Studies of concept mapping suggest that engaging with social learning via a question could encourage meaningful interaction, although this would be likely to depend upon affective conditions and the effort involved in asking and responding to these questions. In order to investigate this, the interactions of 1,229 participants on a social learning site were studied over an 11-week period. Data were also collected from a questionnaire distributed to all participants, and from feedback contributed during the project. These were analysed thematically to investigate the ways in which questions can be used to facilitate learning in a Web 2.0 environment. Analysis showed that participants were interested in broad topic areas, themes and issues rather than specific questions about these areas. They did not treat questions related to learning about the community and the website in the same way as questions related to learning about subject areas and content. The social use of questions online was identified as supporting meaningful learning interaction in nine ways.ResumenEn el aprendizaje social en línea participan alumnos distribuidos que interactúan entre sí mediante la web 2.0. En muchos casos, las interacciones en la web 2.0 se limitan al intercambio de información y no promueven el desarrollo de conocimientos. Los estudios sobre mapas conceptuales sugieren que incorporar preguntas en el aprendizaje social podría favorecer una mayor interacción, aunque posiblemente esto dependerá de las condiciones afectivas y del esfuerzo que se invierta al plantear las preguntas y responderlas. Para investigar este supuesto, se han estudiado las interacciones de 1.229 personas inscritas en un sitio web durante un período de 11 semanas. También se han recopilado los datos extraídos de un cuestionario que se pasó a todos los participantes, así como las reacciones obtenidas en el transcurso del proyecto. Estos datos se han analizado temáticamente para investigar cómo pueden usarse las preguntas para facilitar el aprendizaje en un entorno de web 2.0. Los análisis han demostrado que los participantes estaban más interesados en temas, asuntos y cuestiones generales que en las preguntas específicas sobre cada ámbito. Los miembros de la plataforma han planteado de modo distinto las preguntas relacionadas con la comunidad y el uso del sitio web que las preguntas que les permitían conocer más a fondo ciertos contenidos y áreas temáticas. El uso social de preguntas en línea se ha identificado como una interacción de aprendizaje significativa y complementaria en nueve aspectos diferenciados.","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130766403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Social Networks for Pedagogical Practice in French Higher Education: Educator and Learner Perspectives","authors":"Rachel Panckhurst, Debra Marsh","doi":"10.7238/rusc.v8i1.961","DOIUrl":"https://doi.org/10.7238/rusc.v8i1.961","url":null,"abstract":"Social networks were used within graduate eLearning French university courses over a three-year period (2007–2010) in order to explore and evaluate the relative advantages and challenges for the usage of such tools in higher education. All students involved were off-campus, and they were following curricula as part of a master’s degree in Knowledge Management, Learning and eLearning within the Linguistics Department at Paul-Valéry Montpellier 3 University: http://www.univ-montp3.fr/metice/_masterprogaf/.A collaborative learning environment and an online community of practice were established by the authors (who were also the tutors of the course), and students were invited to use them to discuss pedagogical issues relating to eLearning practice via a private eLearning Exchange Network (eLEN, Marsh & Panckhurst, 2007, Panckhurst & Marsh, 2008a, 2008b, 2009, 2010), using the social networking tool Ning (http://www.ning.com).The aim of the three-year experiment was to place students at the core of the learning process and enable them to experience and reflect upon collaborative online learning while engaged in specific practical projects.This article describes and analyses the latest case study (2009–2010) and compares it with the previous four case studies. In case study 5, which ran from October 2009 to March 2010, there was significant change in the learning design (identified in Panckhurst & Marsh, 2009). A social learning object focus (Weller, 2008) was adopted and the pedagogical design was centred on specific imposed projects rather than on individual-led discussions. The authors were keen to check whether this shift would compromise diversity, autonomy, openness and interaction, which are keywords associated with network usage (Downes, 2008). This article addresses these considerations and discusses how tutor/educator roles are currently shifting from control to subtle influence and/or initial shaping (Siemens, 2010). Student/learner roles have also changed perspective, as teacher-centric pedagogy is replaced by peer-group management, collaborative sharing, autonomy and student responsibility.ResumenCon el objetivo de estudiar y evaluar las ventajas y desventajas relativas de la aplicación de redes sociales en la enseñanza superior, se exploró, en un período de tres años (2007–2010), el uso de estas herramientas en los cursos de posgrado de aprendizaje electrónico impartidos en Francia. Todos los estudiantes que participaron en el estudio vivían fuera del campus y seguían el plan de estudios del máster en Gestión del conocimiento, aprendizaje y aprendizaje electrónico del Departamento de Lingüística de la Universidad Paul-Valéry de Montpellier 3: http://www.univ-montp3.fr/metice/_masterprogaf/.Las autoras (que también fueron las tutoras del curso) establecieron un entorno de aprendizaje en colaboración y una comunidad de práctica en línea, e invitaron a sus alumnos a utilizar estas herramientas para debatir cuestiones pedagógicas relacionada","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126830960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communication Processes in Virtual Learning Environments and their Impact on Online Lifelong Learning","authors":"Sonia María Santoveña","doi":"10.7238/rusc.v8i1.982","DOIUrl":"https://doi.org/10.7238/rusc.v8i1.982","url":null,"abstract":"Completing a regulated education in a specific area is no guarantee of getting a job or, for that matter, of achieving job security. In view of this situation, adults choose to carry on learning. This article analyses participation in higher-education lifelong learning courses entirely undertaken in virtual learning environments (VLEs). The aim is to establish which aspects of the communication process add quality to online courses. The sample consists of four lifelong learning courses published on WebCT for graduates in general and teachers/lecturers at various educational levels in particular, whose goal is to further their academic training in order to specialise in a specific field. The research combines both qualitative and quantitative approaches. Two main tools were used to gather data: the WebCT “Track Students” tool and the communication tool. The results show that quality in the communication processes of online courses has a direct impact on student participation in online teaching-learning processes. Dealing with students in a personalised manner, designing communication tools that take account of the needs of academic disciplines and of users, offering a variety of discussion topics, coordinating them and directing them in a responsible, effective manner, and offering quick, smooth interaction are some of the intervening variables.ResumenFinalizar la enseñanza reglada en un área específica no garantiza conseguir un puesto de trabajo ni, por supuesto, la estabilidad laboral. Ante esta situación, los adultos optan por seguir estudiando. Esta investigación pretende analizar la participación en cursos de formación permanente universitaria desarrollados íntegramente en entornos virtuales de aprendizaje. Pretendemos esclarecer qué aspectos del proceso de comunicación dan calidad a nuestros cursos virtuales. La muestra está formada por cuatro cursos de formación permanente publicados en WebCT y destinados a graduados, especialmente a docentes de distintos niveles educativos, cuyo objetivo sea continuar su formación académica y conseguir la especialización. Se basa en un diseño mixto desarrollado desde una perspectiva cualitativa y cuantitativa. Los instrumentos con los que se han recogido los datos han sido principalmente la herramienta de «Seguimiento de alumnos» y la herramienta de comunicación de WebCT. Los resultados obtenidos indican que la calidad en los procesos de comunicación de los cursos virtuales repercute directamente en la participación que tienen los estudiantes en el proceso de enseñanza-aprendizaje en red. Atender a los alumnos de forma personalizada, diseñar las herramientas de comunicación pensando en las necesidades de la disciplina y de los usuarios, ofrecer variedad de temas de discusión, coordinarlos y dirigirlos de manera responsable y eficaz u ofrecer una interacción rápida y fluida son algunas de las variables intervinientes.","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116849103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of Educational Inclusion in Colombia: Towards Useful Knowledge","authors":"María Carmen Martínez Mobilla","doi":"10.7238/rusc.v8i1.1005","DOIUrl":"https://doi.org/10.7238/rusc.v8i1.1005","url":null,"abstract":"This article expounds on the challenge that higher education faces in the information society: to provide students and professionals with timely, practical knowledge that is truly useful. It also considers how e-learning, m-learning, b-learning and u-learning are becoming useful systems for the fulfilment of this mission.Statistical data are presented on virtuality in higher education programmes in Colombia, as are some examples of how it is now used in that country for the particular purpose of educational inclusion.ResumenEste artículo expondrá el reto que enfrenta la educación superior en la sociedad de la información: ofrecer un conocimiento oportuno y práctico, verdaderamente útil a los estudiantes y profesionales, y cómo el e-learning, el m-learning, el b-learning y el u-learning se convierten en sistemas ventajosos para cumplir con dicha misión.Presentaremos estadísticas de la virtualidad en los programas de educación superior en Colombia, y algunos casos de los usos que se vienen haciendo de ella en este país, especialmente los orientados a la inclusión educativa.","PeriodicalId":290834,"journal":{"name":"RUSC, Universities and Knowledge Society Journal","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115516532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}