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Application and validation of a techno-pedagogical lecturer training model using a virtual learning environment

Aplicación y validación de un modelo tecnopedagógico de formación docente mediante una plataforma educativa virtual

Abstract

This article presents a techno-pedagogical lecturer training model that was validated in an intensive hybrid-mode workshop/course for lecturers. The aim of the course was to train lecturers how to use the Moodle virtual learning environment (VLE) as a didactic support in their classrooms. A research-action method was applied to the study, and the instruments used were interviews, questionnaires, blogs and opinion surveys, together with the planning and development of an online course by each participant as the end-product. The course was then analysed to see how each of the 16 participants had gradually appropriated the technology, without overlooking the pedagogical aspects. Some progressed from beginner to intermediate level, and others from intermediate to advanced level, while those already at advanced level developed sophisticated courses and sought ways of improving them on their own. In addition, the researchers found that the role of the university institution had been fundamental to the proper running of the course, and that constant communication between the facilitator and the lecturers/learners had been important.

Resumen

El artículo presenta un modelo de formación docente tecnopedagógico, validado dentro de un curso-taller intensivo en la modalidad híbrida, dirigido a docentes de educación superior. Este curso tiene como objetivo capacitar en el uso de la plataforma Moodle como apoyo didáctico en sus clases. El método utilizado en la investigación es de investigación-acción, los instrumentos usados fueron la entrevista, cuestionarios, bitácoras y sondeos de opinión, conjuntamente con la planeación y desarrollo de un curso en línea elaborado por cada uno de los participantes como producto final. El curso fue analizado después, para ver cómo cada uno de los dieciséis participantes se apropiaba gradualmente de la tecnología, sin descuidar el referente pedagógico. Algunos de ellos pasaron de ser principiantes a intermedios y algunos de estos a avanzados, mientras que los avanzados desarrollaron cursos más sofisticados y buscaron la forma de mejorarlos por sí solos. Además, los investigadores se percataron de que la institución universitaria desempeña un papel primordial para el buen desarrollo del curso, así como la importancia de una constante comunicación entre el facilitador con los docentes-aprendientes.

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Correspondence to Mónica Inés Monsiväis Almada.

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Monsiväis Almada, M.I., McAnally Salas, L. & Lavigne, G. Application and validation of a techno-pedagogical lecturer training model using a virtual learning environment. Int J Educ Technol High Educ 11, 91–107 (2014). https://doi.org/10.7238/rusc.v11i1.1743

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Keywords

  • higher education
  • lecturer training
  • educational technology
  • technology appropriation
  • hybrid mode
  • virtual learning environments

Palabras clave

  • educación superior
  • formación docente
  • tecnología educativa
  • apropiación tecnológica
  • modalidad híbrida
  • plataformas tecnológicas de aprendizaje