La educación a distancia: Una comparación con la educación presencial, en relación con la función del profesor, del estudiante y de los medios

Francisco J. Jardines

doi:10.29105/rinn7.13-9

Authors

Francisco J. Jardines Autonomous University of Nuevo León

DOI:

https://doi.org/10.29105/rinn7.13-9

Keywords:

Distance Education, Internet Based Education, Online Professor’s Role, Information Technology in Education

Abstract

In this paper we present a description analysis of the differences between online vs. traditional education trough three issues: professor´s role, student´s role, and teaching means. In addition, we resume the historical evolution of the main differences and the implications of the learning process. Actually, the non-Internet based formation professor has to prepare in the new communication technologies; even thought resistance to change has been identified. However, efforts in this sense like training programs have been done through motivation conferences to these professors. The online students have distinguished by their academic success. We can mention some characteristics like solitaire capability to work and time administration, as well as perseverance and target focus. A deep comprehension of texts
is an outstanding characteristic of an online student. The information technologies applied to the learning process have been evolved very fast in the last years, and studies have been demonstrated that the online education using these information technologies is not worse or better than the traditional class learning process. The results emphasize the interaction between the student and the objet of study, and with other students in the enforcement of the learning practices.

Downloads

Download data is not yet available.

References

Andersen, J. F., 1979. Teacher immediacy as a predictor of teaching effectiveness. En D. Nimmo (Ed.), Communication yearbook (pp. 543-559). New Brunswick, NJ, EE. UU.: Transaction Books.

Bober, M. J. & Dennen, V. P., 2001. Intersubjectivity: Facilitating knowledge construction in online environments. Educational Media International, 38(4), 241-250.

Burge, E., 1998. Gender in distance education. En C. C. Gibson (Ed.), Distance learners in higher education: Institutional responses for quality outcomes (pp. 25-45). Madison, WI, EE. UU.: Atwood Publishing.

Chute, A., Thompson, M. & Hancock, B., 1999. The McGraw-Hill handbook of distance learning: A “how to get started guide” for trainers and human resources professionals. Nueva York, NY, EE. UU.: McGraw-Hill.

DeBard, R. & Guidera, S., 1999/2000. Adapting asynchronous communication to meet the seven principles of effective teaching. Journal of Educational Technology Systems, 28(3) 219-230.

Fink, M. L., 2002. Faculty on the move: Rethinking faculty support services. Syllabus, 15(7), 27-29.

Gery, G. J., 2002. Task support, reference, instruction, or collaboration? Factors in determining electronic learning and support options. Technical Communication, 49(4), 420-427.

Gorham, J., 1988. The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37(1), 40-53.

Harvey, C., 1995. Increasing course completion rates. Adults Learning, 6(6), 178-179.

Herman, T. L., 2004. The effect of an online and face-to-face course delivery model on achievement for students enrolled in two computer basics courses: Ethical and leadership considerations. (Disertación doctoral, Bowling Green State University,

. Dissertation Abstracts International, 66 (01), 107A. (UMI No. 3159606)

Hersey, P., Blanchard, K. H. & Johnson, D. E., 2001. Management of organizational behavior: Leading human resources (8a. ed.). Upper Saddle River, NJ, EE. UU.: Prentice Hall.

Hughes, R. L., Ginnett, R. C. & Curphy, G. J., 1995. Understanding and influencing follower motivation. En J. T. Wren (Ed.), The Leader’s Companion: Insights on Leadership Through the Ages (pp. 327-338). Nueva York, NY, EE. UU.: Free Press.

Kaupins, G., 2002, julio/ agosto. Trainer opinions of selected computer–based training methods. Journal of Education for Business, 77(6), 319-323. Recuperado el 25 de mayo de 2006 de la base de datos de Wilson Web.

Lock, J. V., 2002. Laying the groundwork for the development of learning communities within online courses. Quarterly Review of Distance Education, 3(4), 395-408.

Maslow, A., 1954. Motivation and personality. New York, EE. UU.: Harper & Row.

Moore, M. G. & Kearsley, G., 2005. Distance education: A system view (2a. ed.). Belmont, CA, EE. UU.: Wadsworth Publishing.

Morgan, A. R., 1995. Improving student learning in distance education: Theory, research and practice. European Journal of Psychology of Education, 10(2), 121.

Patrinos, H. A., 2000, marzo. Market Forces in Education. European Journal of Education, 35(1), 61-80.

Phipps, R. A., Wellman, J. V. & Merisotis, J. P., 1998. Assuring quality in distance learning: A preliminary review. Washington, DC, EE. UU.: Council for Higher Education Accreditation.