Marco de trabajo para la educación remota consciente: una investigación basada en diseño
The outbreak of the COVID-19 pandemic has accelerated the digital transformation process that educational institutions were already undergoing. The migration from physical campuses to virtual environments took place at a precise moment, almost compulsorily, and in a short period of time. To deal wit...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2025
- Institución:
- Universidad de la Sabana
- Repositorio:
- Repositorio Universidad de la Sabana
- Idioma:
- spa
- OAI Identifier:
- oai:intellectum.unisabana.edu.co:10818/68482
- Acceso en línea:
- https://hdl.handle.net/10818/68482
- Palabra clave:
- Aprendizaje remoto
Transformación digital educativa
Investigación basada en diseño
Experiencias de aprendizaje
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
| Summary: | The outbreak of the COVID-19 pandemic has accelerated the digital transformation process that educational institutions were already undergoing. The migration from physical campuses to virtual environments took place at a precise moment, almost compulsorily, and in a short period of time. To deal with this health emergency that prevented physical contact, it was necessary to use all available institutional and technological infrastructure capabilities. In this sense, the concept of emergency remote education was proposed, understood as an alternative that offered a temporary and provisional solution to the new emerging reality, taking on challenges and responsibilities that at that time were unpredictable and difficult to assess. In this sense, the research in this thesis posed the following question: What are the elements that must be considered in order to design remote learning experiences that are memorable for students, benefit their learning, and enrich the different modalities of higher education by responding to the dynamics of the digital age? To answer the question, design?based research (DBR) was used to identify real problems perceived by teachers in remote experiences, complemented by findings reported in the literature. an informed solution was designed, which was validated by experts and allowed us to move on to the final phase of the process. We also reflected on the possible contribution of the framework designed for digital education and its impact on the future of education. The phases of the DBR process were documented in seven publications that make up the compendium of this thesis. |
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