Estrategias para lograr objetivos afectivos en la educación remota
DOI:
https://doi.org/10.35699/2237-5864.2020.24493Palabras clave:
Objetivos afectivos, Enseñanza remota, Enseñanza híbrida, Pandemia, Covid-19Resumen
El trabajo aquí presentado fue motivado por la amplia utilización de la videoconferencia como alternativa a las clases presenciales debido a la pandemia provocada por Covid-19. Se puede caracterizar como un ensayo teórico que tiene como propuesta discutir la efectividad de la educación remota para lograr objetivos afectivos de aprendizaje. Los objetivos más fáciles de conseguir a través de clases expositivas y, en consecuencia, a través de videoconferencias, son los cognitivos, sobre todo en los niveles de memorización y comprensión. Cuando los objetivos de aprendizaje están en el dominio afectivo, que involucran emociones, sentimientos y actitudes, se requieren otras estrategias. Así, a partir del aporte de los teóricos en el campo de los objetivos de aprendizaje y de los resultados de investigaciones empíricas, se discuten las posibilidades de utilización de distintas estrategias en plataformas de cursos en línea. Se debaten las estrategias de discusión reflexiva, trabajo colaborativo, grupo de verbalización/grupo de observación, tutoría entre pares, dramatización, simposio, seminario y gamificación. El estudio apunta a la adopción de la educación híbrida como la forma preferencial de educación superior en el escenario pospandémico, pero que debe estar acompañada de la formación de los docentes en el uso de estrategias de enseñanza grupal.
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