Analysis of the impact of new information and communication technologies in university accounting education
Abstract
The primary objectives of this research are to develop a virtual environment trying to improve existing UNED, foster collaboration between teachers and tutors Headquarters and try to apply a robust system of continuous evaluation that allows the student to demonstrate their knowledge and skills, not only at the end of the process, but throughout the training process. However, the more ambitious goal was to work intensively on the development of a new methodology adapted to the EHEA that requires two fundamental changes in the teaching on the one hand, that becomes guidance and encouragement rather than mere transmission of knowledge, and in the student by another, which should enhance their skills and achieve autonomous learning new skills in accounting.
Downloads
References
Downes, S. (2005). E-learning 2.0 eLearn Magazine. Recuperado de http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
García Aretio, L. (2009). ¿Por qué va ganando la educación a distancia? Madrid: UNED.
García Llamas, M.C. (2010). Análisis de los métodos matemáticos aplicados a las ciencias sociales y su adaptación al Espacio Europeo de Educación Superior. (Tesis doctoral). Universidad Nacional de Educación a Distancia (UNED), Madrid.
Johnson, H.D. y Dasgupta, N. (2005). Traditional versus Non-traditional Teaching: Prespectives of Students in Introductory Statistics Classes. Journal of Statistics Education, 13(2). Recuperado de http://www.amstat.org/publications/jse/v13n2/johnson.html [Consulta 20/04/2011]
Landeta Etxeberria, A. (coord.) (2010). Nuevas tendencias de e-learning y actividades didácticas innovadoras. Madrid: CEF.
Mario de Miguel Díaz (coord.) (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario ante el espacio europeo de educación superior. Madrid: Alianza Editorial.
Sicilia Urban, M.A. y García Barriocanal, E. (2009). Aprendizaje y tecnologías de la información y la comunicación. Madrid: CEF.
Steffens, K. (2006): Self-Regulated Learning in Technology Enhanced Learning Environments: lessons of a European peer review. European Journal of Education, 41 (3/4), 353-379.
Wiley, D. (2006). Open source, openness, and higher education. Innovate 3 (1) Recuperado de http://www.innovateonline.info/index.php?view=article&id=354.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
