Pasar de la educación a distancia: Experiencias Vividas de Diseño Instruccional
DOI:
https://doi.org/10.5753/rbie.2024.3894Keywords:
Recurso tecnológico digital, Prácticas de enseñanza y aprendizaje, Enseñanza a distancia, Metodologías de enseñanza, Diseño instruccionalAbstract
Los Recursos Digitales Tecnológicos (RDTs) son considerados por muchos como esenciales en la vida cotidiana, influyendo en las prácticas pedagógicas, la cultura, las relaciones, el aprendizaje y las prácticas de enseñanza. Debido a la pandemia de COVID-19, las instituciones educativas brasileñas han tenido que migrar de la enseñanza presencial a la enseñanza a distancia apoyada por recursos digitales en las prácticas pedagógicas. Esta transición ha traído una serie de desafíos y oportunidades para los profesionales de la educación, especialmente aquellos involucrados en el diseño instruccional, ya que han adaptado los métodos de enseñanza presencial e incluido métodos e incluido nuevas metodologías de enseñanza para mantener las actividades escolares. Han surgido nuevas oportunidades para explorar nuevos enfoques pedagógicos, como el aprendizaje colaborativo en línea, los recursos multimedia y la personalización de la enseñanza para satisfacer las necesidades individuales de los estudiantes. Este movimiento ha puesto de relieve la preparación y el diseño de las aulas a distancia, que es clave para las futuras estrategias educativas en la enseñanza a distancia. Este estudio investiga la experiencia y las percepciones de los profesionales de la educación que utilizaron metodologías de enseñanza durante la pandemia y el impacto en sus prácticas tras volver a las clases presenciales. Se realizó una encuesta con 276 profesionales de la educación, desde la enseñanza primaria hasta la superior, de instituciones públicas y privadas de Brasil. Los resultados de la investigacióna mostraron la diversidad de recursos tecnológicos digitales y metodologías de enseñanza utilizadas, especialmente las activas, como el aprendizaje basado en problemas y el aula invertida. Además, nuestros resultados revelan que, durante el uso de los RDT, varios profesionales de la educación se quejaron de la falta de ciertas funcionalidades y manifestaron desear otras. Esperamos que este estudio pueda aportar información para apoyar proyectos de desarrollo de software educativo y contribuir a la mejora de las actividades de enseñanza-aprendizaje y a la investigación sobre el diseño curricular en la modalidad de enseñanza a distancia.
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