Proposal of a Blended Educational Technological System: An approach from system science
Keywords:
Model, Blended, Learning, Technological, System, Approach, ProposalAbstract
The adequate training of professionals presents a worldwide educational challenge, this challenge is of a multifactorial nature and has been addressed from different scientific and academic fields. The health pandemic forced the temporary closure of universities. This closure clearly shows multiple deficiencies in the implementation of hybrid technological systems. In this context, a comprehensive proposal was developed to address the solution needs of a hybrid education. To formulate the model was conducted a literature review to identify the critical success factors in hybrid education with use technological resources, the operation of a higher education institution was characterized. Once that it was determined, several digital educational platforms were identified. From this, the model of viable systems was used, and was obtained a first approximation of the model to later test its implementation.
References
Alban, M., & Mauricio, D. (2019). Factors that influence undergraduate university desertion according to students perspective. International Journal of Engineering and Technology, 10(6), 1585-1602.
Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education sciences, 10(9), 216.
Asad, M. M., Aftab, K., Sherwani, F., Churi, P., Moreno-Guerrero, A. J., & Pourshahian, B. (2021). Techno-Pedagogical Skills for 21st Century Digital Classrooms: An Extensive Literature Review. Education Research International, 202.
Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608-623.
Bozkurt, A. (2020). Educational technology research patterns in the realm of the digital knowledge age. Journal of Interactive Media in Education, 2020(1).
Calder, N., Jafri, M., & Guo, L. (2021). Mathematics education students’ experiences during lockdown: Managing collaboration in elearning. Education Sciences, 11(4), 191.
Castro, S., Guzmán, B., & Casado, D. (2007). Las Tic en los procesos de enseñanza y aprendizaje. Laurus, 13(23), 213-234.
Chelghoum, A. (2017). Promoting students’ self-regulated learning through digital platforms: New horizon in Educational Psychology. American Journal of Applied Psychology, 6(5), 123-131.
Clark, J. T. (2020). Distance education. In Clinical engineering handbook (pp. 410-415). Academic Press. Creighton, T. B. (2018). Digital Natives, Digital Immigrants, Digital Learners: An International Empirical Integrative
Review of the Literature. Education Leadership Review, 19(1), 132-140.
Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38-50.
Espejo, R., Bowling, D., & Hoverstadt, P. (1999). The viable system model and the Viplan software. Kybernetes. Espejo, R., & Harnden, R. (1990). The viable system model. Systems practice, 3(3), 219-221.
Feoktistov, A. V., Trofimenko, O. N., Ognev, S. P., Lyakhovets, M. V., & Koynov, R. S. (2020, November). Digital platform as a professional education management tool. In Journal of Physics: Conference Series (Vol. 1691, No. 1, p. 012058). IOP Publishing.
Gilbert, A. L. (1992). Technology Transfers: The Dynamics of Intelligence. The Global Issues of Information Technology Management, 1, 403.
Hardman, J. (2019). Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018. Heliyon, 5(5), e01726.
Harwood, S. (2020). Introducing the VIPLAN Methodology (with VSM) for Handling Messy Situations–Nine Lessons. Systemic Practice and Action Research, 1-34
Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651.
Humphrey, R. (2006). Pulling structured inequality into higher education: the impact of part-time working on English university students. Higher Education Quarterly, 60(3), 270-286.
Irzawati, I. (2021). The utilization of digital platforms in online learning: efl students’perspectives. Indonesian EFL Journal, 7(2), 131-138.
Keegan, D., & Rumble, G. (2018). Distance teaching at university level. In The distance teaching universities (pp.
-31). Routledge.
Liu, X., & Wang, L. (2019). Disciplinary and interdisciplinary science education research (DISER). Disciplinary and Interdisciplinary Science Education Research, 1(1), 1-3.
Midha, G. (2021). Inhibited Improvisation: School Leadership During the COVID-19 Crisis. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 49(3).
Montes Catellanos, L. P., & Cuellar, L. A. (2020). Aprovechamiento del entorno natural, una estrategia didáctica para mejorar el rendimiento académico de jóvenes en el municipio de Otanche-Boyaca. Revista de Ciencias de la Comunicación e Información, 253, 19–39. https://doi.org/10.35742/rcci.2020.25(3).19-39
Mucshini, B., & Siswandari, S. (2020). Hybrid Learning Design to Minimize Academic Stress of Digital Natives’ Generation in Accounting Course. Journal of Educational Science and Technology, 6(1), 1-8.
Nácher, V. (2003). Personalidad y rendimiento académico. Jornades de Foment de la Investigació de la Universitat Jaume I. España.
Navarro, R. E. (2003). El rendimiento académico: concepto, investigación y desarrollo. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 1(2), 0
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21. Quintero, M. T. Q., & Vallejo, G. M. O. (2013). El desempeño académico: una opción para la cualificación de las instituciones educativas. Plumilla educativa, 12(2), 93-115
Rowland, S. (1999). The role of theory in a pedagogical model for lecturers in higher education. Studies in Higher Education, 24(3), 303-314.
Salam, M., Iskandar, D. N. A., Ibrahim, D. H. A., & Farooq, M. S. (2019). Technology integration in service-learning pedagogy: A holistic framework. Telematics and Informatics, 38, 257-273.
Sellers-Rubio, R., Mas-Ruiz, F. J., & Casado-Díaz, A. B. (2010). University efficiency: complementariness versus trade-off between teaching, research and administrative activities. Higher Education Quarterly, 64(4), 373-391
Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies.
Australian Science Teachers Journal, 46(3), 21-28.
Singh, K. (1998). Part-time employment in high school and its effect on academic achievement. The Journal of Educational Research, 91(3), 131-139.
Smith, E. E., Kahlke, R., & Judd, T. (2020). Not just digital natives: Integrating technologies in professional education contexts. Australasian Journal of Educational Technology, 36(3), 1-14.
Valbuena Bohórquez, A. R., & Alvarado Ortíz, J. J. (2020). La interactividad de las herramientas tecnológicas en el desarrollo del pensamiento lógico en educación básica secundaria. Revista de Ciencias de la Comunicación e Información, 253, 1–17. https://doi.org/10.35742/rcci.2020.25(3).1-17
Venkatesh, V., Croteau, A. M., & Rabah, J. (2014). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. In 2014 47th Hawaii international conference on system sciences (pp. 110-119). IEEE.
Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in education and teaching international, 45(4), 411-419.
Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. The American Journal of Distance Education, 19(3), 149-162.
Zirger, B. J. (2009). New Models of Cross-Disciplinary Collaborative Education. Metropolitan Universities, 20(1), 130-146.
Downloads
Published
Issue
Section
License
All articles are published under an Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) license. Authors retain copyright over their work.