Autonomy and Participation: The Challenges of Education on Virtual Modality

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dc.contributor.authorFranco Merchán, Ángela Patricia
dc.contributor.authorValencia Rodríguez, John Felipe
dc.contributor.authorRuiz Cortes, Karen Jisseth
dc.contributor.authorMartínez Martínez, María Fernanda
dc.contributor.authorBustamente Morales, Paula Andrea
dc.contributor.authorSoto Sandoval, Sara Daniela
dc.date2020-11-30
dc.date.accessioned2021-02-13T02:52:15Z
dc.date.available2021-02-13T02:52:15Z
dc.descriptionThe autonomy of students in virtual classes has been a challenge since virtual education took place because of the current pandemic situation, bringing new challenges to educational workers. This article is derived from the secondary school practice experience of a group of students from a public university in Bogotá; the researchers of this study present the preliminary results of the ongoing practicum experience subject. It will present the importance of autonomy in the virtual educational context and how it affects the development of classes. This is qualitative research, a case study; the data were collected through field notes and class observations from seven secondary school groups. Findings suggest that participation is a chief variable in virtual class development and the challenges that teachers face are gaining a permanent place in the current educational reality.en-US
dc.descriptionLa autonomía de los estudiantes en las clases virtuales ha sido un reto desde que se implementó la educación virtual debido a la pandemia, lo que ha planteado nuevos desafíos a los educadores. Este artículo surge de la experiencia de práctica de secundaria de un grupo de estudiantes de una universidad pública de Bogotá; los investigadores de este estudio presentan los resultados preliminares de su práctica en curso. Se presentará la importancia de la autonomía en el contexto de la virtualidad y cómo afecta el desarrollo de las clases. Este estudio es una investigación cualitativa, un estudio de caso; los datos se recogieron mediante diarios de campo y observaciones de clases de siete grupos en secundaria. Los resultados sugieren que la participación es una variable principal en el desarrollo de las clases y que los desafíos que enfrentan los profesores están ganando un lugar permanente en la realidad educativa.es-ES
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dc.identifierhttps://revistas.unilibre.edu.co/index.php/inge_libre/article/view/6954
dc.identifier.urihttps://hdl.handle.net/10901/18923
dc.languagespa
dc.language.isospaspa
dc.publisherUniversidad Librees-ES
dc.relationhttps://revistas.unilibre.edu.co/index.php/inge_libre/article/view/6954/6130
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dc.relation.ispartofjournalRevistas – Ingenieríasspa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.sourceIngenio Libre; Vol. 8 Núm. 18 (2020): Objetivos de desarrollo sostenible, una mirada desde la innovación y la investigación; 39-55es-ES
dc.source2322-8415
dc.source1692-0767
dc.subject.proposalAutonomíaes-ES
dc.subject.proposalMotivaciónes-ES
dc.subject.proposalParticipaciónes-ES
dc.subject.proposalEducación virtuales-ES
dc.subject.proposalInvestigación cualitativaes-ES
dc.subject.proposalPandemiaes-ES
dc.titleAutonomy and Participation: The Challenges of Education on Virtual Modalityen-US
dc.titleAutonomía y Participación: Los Retos de la Educación Virtuales-ES
dc.type.coarhttp://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.localArtículo Revisado por Pares Académicoses-ES

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