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International Journal of Educational Technology in Higher Education
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Pedagogical models, collaborative work and interaction on online undergraduate programmes in Colombia: still some way to go

Modelos pedagógicos, trabajo colaborativo e interacción en programas virtuales de pregrado en Colombia: Un camino por recorrer

International Journal of Educational Technology in Higher Education volume 10, pages 431–445 (2013)Cite this article

Abstract

This article presents the results of a study whose aim was to explore the experiences and perceptions that students, lecturers/tutors and coordinators had of the pedagogical models underpinning online undergraduate programmes in Colombia, and of the application of these models with regard to collaborative work and interaction. The study used qualitative and quantitative techniques to complement and contrast the participants’ perceptions. A total of 48 group and individual interviews were conducted, and 288 students and 44 lecturers answered an online survey. The results show that the programmes are based on constructivist principles and tend to use active pedagogies pertaining to that theory. However, the lecturers and students expressed uncertainty about the implementation of collaborative work and the fostering of interaction.

Resumen

El presente artículo expone los resultados de una investigación cuyo propósito fue explorar las percepciones y experiencias de estudiantes, docentes/tutores y coordinadores sobre los modelos pedagógicos que sirven de sustento para los programas de pregrado en modalidad virtual en Colombia y sobre la aplicación de esos modelos en relación con el trabajo colaborativo y la interacción. El estudio empleó técnicas cualitativas y cuantitativas para complementar y contrastar las percepciones de los participantes. Se realizaron 48 entrevistas grupales e individuales y una encuesta en línea a la que respondieron 288 estudiantes y 44 profesores. Los resultados revelan que los programas se fundamentan en los principios del constructivismo y tienden a utilizar pedagogías activas propias de esa corriente. Sin embargo, docentes y estudiantes manifiestan incertidumbres sobre la puesta en marcha del trabajo colaborativo y el fomento de la interacción.

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Authors and Affiliations

  1. Centre for Academic Technologies, Universidad de La Sabana, Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá Chía, Cundinamarca, Colombia, 53753, Bogotá, Colombia

    Clelia Pineda Báez (Tenured Lecturer, Education Master’s Degree Programme), Cristina Hennig (Tenured Lecturer and Researcher, Member of the Proventus Group) & Yasbley Segovia (Director)

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  1. Clelia Pineda Báez
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  2. Cristina Hennig
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  3. Yasbley Segovia
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Correspondence to Clelia Pineda Báez.

Additional information

A project undertaken by the following research groups: Education and Educators group in the Faculty of Education, and Academic Technologies-Proventus group at the Centre for Academic Technologies. Funded by the University of La Sabana, Bogotá, Colombia (EDU 28-2009), and co-funded by Colciencias (1230-489-25380).

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Pineda Báez, C., Hennig, C. & Segovia, Y. Pedagogical models, collaborative work and interaction on online undergraduate programmes in Colombia: still some way to go. Int J Educ Technol High Educ 10, 431–445 (2013). https://doi.org/10.7238/rusc.v10i2.1739

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