Alternatives to university education

Propuestas para mejorar la calidad educativa superior

El estudio presenta un análisis cualitativo de la realidad de la universidad paraguaya frente a los desafíos de la sociedad. El propósito fue interpretar la relación de la Universidad del Paraguay con los desafíos que la sociedad demanda, a fin de proponer alternativas para optimizar la articulación entre las diferentes dimensiones de la misión universitaria y los desafíos actuales, en el proceso de transformación de la sociedad. Se analizó el rol de las universidades del Paraguay en el cumplimiento de su deber, el estilo de liderazgo institucional que poseen las universidades paraguayas y la percepción de los actores clave del ámbito universitario sobre la relación institucional con la sociedad. El enfoque del diseño metodológico fue no experimental, cualitativo, basado en un estudio descriptivo. La población objetivo fueron las universidades de Paraguay, conformadas por 55 universidades, 9 del sector público y 46 del privado. La unidad de análisis estuvo conformada por las universidades, la unidad de información estuvo conformada por actores de este ámbito, directivos, docentes, egresados y referentes claves de la educación superior.

Strategies for educational permanence and continuity

Doctor in Pedagogy. Professor at the University of Jaén. Department of Pedagogy, Didactics and School Organization. Member of the Research Group HUM782 – Diversity, Disability and Special Educational Needs. The research lines are mainly inclusive education, attention to diversity and disability, teacher training and active methodologies. Coordinator of inclusion projects at national and international level. Coordinator and teacher in the Master in Disability, Personal Autonomy and Dependency Care. Email: mameding@ujaen.es

Professor in the area of Didactics and School Organization of the Department of Education at the University of Almeria. PhD in Educational Sciences from the University of Granada. Degree in Pedagogy and Graduate in Early Childhood Education. Master in Psychopedagogical Intervention. Member of the FORCE research group (School-centered teacher training – HUM-386), and of the Research Network on Leadership and Improvement in Education (RILME). Her lines of research are inclusive education, teacher training, leadership, active methodologies and ICT. Email: mlinahr@ual.es

Permanence in the university

Conceptual domains and basic competences in pedagogical strategies applied to higher education with virtual mediation are determined. The research was of a descriptive quantitative-qualitative nature applied to 55 teachers from four academic programs in four universities in the city of Barranquilla in Colombia. The data were analyzed using SPSS statistical software, and the results made it possible to generate alternatives for improvement in the virtual educational modality. It was concluded that 52.7% of teachers have a high level of conceptual mastery of pedagogical strategies. Furthermore, by integrating three components (social, cultural and technological) into the pedagogical strategies, these enhance the higher education processes with virtual mediation.

The conceptual domains and basic competences in pedagogical strategies applied to higher education with virtual mediation are determined. The research done was of the qualitative-quantitative type and was applied to a sample of 55 teachers of four universities of the city of Barranquilla in Colombia. The data were analyzed using the statistical software SPSS. The results allowed the generation of alternatives of improvement in the virtual educational modality. It was concluded that 52.7% of teachers have a high level of conceptual mastery of pedagogical strategies. In addition to integrating three components (social, cultural and technological) within the pedagogical strategies, these enhance the processes of higher education with virtual mediation.

Soluciones para la educación superior

Barlow, N. (2006). Tipos de ARG. En A. Martin, B. Thomson y T. Chatfield (Eds.). Alternate reality games. Libro blanco. (pp. 15-20). Asociación internacional de desarrolladores de juegos. (http://goo.gl/IWUpao) (25-03-2014).

Bonsignore, B.; Goodlander, G.; Derek, H.; Johnson, M.; Kraus, K. & Visconti, A. (2011). Cartel: La galería arcana de artilugios: Un estudio de caso de diseño de un juego de realidad alternativa. Digital Humanities 2011 (http://goo.gl/oEVNU5) (25-03-2014).

Bonsignore, E., Hansen, D., Kraus, K. y Ruppel, M. (2012). Alternate Reality Games as Platforms for Practicing 21st-Century Literacies. International Journal of Learning, 4(1), 25-54. (DOI: http://doi.org/tnn).

Brackin, A.L., Linehan, T., Terry, D., Waligore, M. y Channell, D. (2008). Tracking the Emergent Properties of the Collaborative Online Story “Deus City” for Testing the Standard Model of Alternate Reality Games (Universidad de Texas).

Cebrián de la Serna, M. (2013). Juegos digitales para procesos educativos. En I. Aguaded & J. Cabero (Coords.), Tecnologías y medios para la educación en la E-sociedad. (pp. 185-210). Madrid: Alianza.