Engineering know-how in the virtual era: case study of a profession
Abstract
The effective use of ICT in teaching-learning processes continues to be the subject of research and debate, as adequate didactic strategies are required to achieve a comprehensive and transdisciplinary training based on competencies that incorporate theoretical and practical knowledge. This study aimed to identify and evaluate the effectiveness of didactic strategies oriented towards "know-how" in courses that are eminently virtual. It focused on reviewing how efficient the didactic approaches are to promote meaningful learning in scientific-practical careers, through the analysis of the perceptions of students and teachers regarding the use of technological tools in an undergraduate engineering program that operates in a virtual modality. The research methodology used was mixed, incorporating both qualitative and quantitative tools; a documentary research was carried out through content analysis that included the subject programs, subsequently a semi-structured survey was applied to students and teachers in order to find correspondences between the analysis of the subjects and the way in which they are assumed by students and teachers. It is concluded that the use of certain didactic strategies and the accompaniment of the teacher are fundamental to achieve significant learning; the support in technological tools contributes to the achievement of the elements described in the graduate profile, especially in theoretical knowledge, however, as far as "practical" learning is concerned, there are limitations pointed out by the students that hinder above all direct experience and consequently the development of skills and abilities.
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References
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