Transición de la educación superior a formación híbrida: retos y enfoques metodológicos
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2024-02
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2024-04-17
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Abstract
En la actualidad, las Instituciones de Educación Superior (IES) se enfrentan a una profunda reflexión sobre su papel en la sociedad del futuro. La pandemia puso de relieve las carencias del modelo de enseñanza tradicional y resaltó el potencial de modelos más flexibles, que combinan la docencia virtual y la presencial. Asimismo, las necesidades y expectativas de los estudiantes actuales apuntan hacia una mayor flexibilización y digitalización de la enseñanza superior.
Los avances tecnológicos más recientes, especialmente en Inteligencia Artificial Generativa, advierten que no será posible retrasar por mucho tiempo la transformación digital de la educación. En el corto plazo, las IES deben emprender una metamorfosis digital para preservar su lugar en la sociedad. Los avances en esa dirección abarcan inversiones en tecnologías e infraestructura, pero muestran progresos menos significativos en cuanto a la transformación de las metodologías y las prácticas pedagógicas que se distancien de las tradicionales.
En la última década, las IES con modelos de educación presenciales han realizado algunas incursiones en formatos de aprendizaje en línea, como la implementación de foros de discusión o de cursos en línea masivos abiertos o cerrados, para complementar la docencia presencia. Sin embargo, no fue hasta la irrupción de la pandemia, con el cambio mandatorio a la virtualidad, que las IES se enfrentaron de forma masiva a una transformación radical en sus métodos de enseñanza. La literatura científica posterior a 2020 refleja esa disrupción provocada por la pandemia en el modelo educativo de las IES, evidenciada en un crecimiento en las publicaciones sobre experiencias en docencia en línea síncrona e híbrida. Este auge en la producción científica y la relativa novedad de este campo de investigación, resaltan la necesidad de una revisión exhaustiva de la literatura que pueda arrojar luz sobre cuestiones fundamentales, tales como, identificar los principios que rigen una docencia efectiva en entornos virtuales síncronos e híbridos, comprender los retos inherentes a estas modalidades de impartición y evaluar el estado actual de las experiencias que se han publicado al respecto. Dar respuesta a estas cuestiones es crucial para orientar la transición hacia modelos de formación más digitales y flexibles en el ámbito de la Educación Superior (ES).
Por otra parte, la influencia de la situación de excepcionalidad en las experiencias de docencia en línea síncrona e híbrida subraya la necesidad de examinar los enfoques aplicados en ese periodo y evaluar su aplicabilidad en circunstancias normales, así como de encontrar nuevos enfoques que contribuyan a garantizar una docencia digital de calidad en el futuro. Dada la generación de datos en los entornos de aprendizaje digital y la importancia de integrarlos en la toma de decisiones de docentes y directivos de las IES, se impone también el estudio de alternativas para su procesamiento y explotación como parte fundamental de la transición.
Teniendo en cuenta todo lo anterior, se establece como objetivo general de esta tesis investigar enfoques metodológicos y de explotación de datos educativos para contribuir a la transición en educación superior a una formación híbrida eficaz. Para alcanzar este objetivo se plantea la revisión de la literatura más reciente sobre docencia en línea síncrona e híbrida en ES, la evaluación sistemática de enfoques metodológicos en entornos reales de aprendizaje y la caracterización, exploración y análisis de los datos que se generan en dichos entornos.
La investigación se divide en tres fases. Una primera Fase de estudio teórico, que comprende los dos primeros objetivos de esta tesis, una Fase de estudio empírico que engloba, tanto la exploración de enfoques metodológicos como el análisis de los datos y una Fase de resultados y conclusiones. Para su presentación, este documento se estructuró en 10 capítulos, incluyendo un capítulo de introducción y uno de conclusiones.
Entre los resultados más significativos de esta tesis se encuentra la conceptualización y caracterización de la docencia eficaz, profundizando en los principios que deben guiar la instrucción reglada para alcanzar la eficacia en los nuevos entornos de aprendizaje. Además, se aportan un conjunto de enfoques metodológicos sobre organización y gestión de la docencia, el fomento de la participación y la entrega de contenidos en entornos en línea síncronos, y la descripción de los resultados obtenidos durante la evaluación sistemática de dichos enfoques en dos asignaturas de la disciplina de Ingeniería de Organización. También se proporcionan detalles de la evaluación de enfoques que combinan el uso de actividades presenciales y en línea con sistemas ERP, la reutilización de recursos educativos y modificaciones en el sistema de evaluación, para mejorar las experiencias de aprendizaje de los estudiantes en un entorno presencial enriquecido con la tecnología.
Como parte del estudio empírico se definen una serie de variables e indicadores asociados a las analíticas de aprendizaje en entornos en línea síncronos e híbridos, que permiten obtener información sobre los enfoques aplicados. Por último, se proponen un conjunto de análisis, que tienen por objetivo transformar los datos generados en las plataformas de aprendizaje en valor para las IES. Para facilitar la instrumentación tanto de los enfoques metodológicos como de los análisis de datos, en la tesis se proporcionan detalles de todo el proceso seguido, iteración tras iteración de Investigación-Acción y, además, se ha creado un repositorio con los procedimientos en Python generados en el marco de esta investigación para que puedan ser utilizados por otros investigadores, en línea con las demandas actuales de la ciencia abierta.
Higher Education Institutions (HEIs) are currently facing a profound reflection on their role in the society of the future. The pandemic has highlighted the shortcomings of the traditional teaching model and the potential of more flexible models that combine virtual and face-to-face teaching. Moreover, the needs and expectations of today's students point towards greater flexibility and digitization of higher education. Recent technological developments, especially in generative artificial intelligence, warn that the digital transformation of education cannot be delayed for long. In the short term, higher education institutions must undergo a digital metamorphosis in order to maintain their place in society. Progress in this direction includes investment in technology and infrastructure but shows little progress in transforming methodologies and pedagogical practices away from traditional ones. In the past decade, HEIs with a face-to-face education model have made some incursions into online learning formats, such as the implementation of discussion forums or massive open or closed online courses to complement face-to-face teaching. However, it was not until the outbreak of the pandemic, and the shift to virtuality, that HEIs were forced to undergo a radical transformation of their teaching methods. The scientific literature published after 2020 reflects the pandemic's disruption on the HEI educational model. This is evident in the increase of publications on synchronous online teaching experiences. This recent increase in scientific output and the relative novelty of this area of research highlights the necessity for a thorough literature review. This review should address fundamental questions such as identifying the principles that govern effective teaching in synchronous and hybrid virtual environments, understanding the challenges inherent in these modes of delivery, and assessing the current state of published experiences. Answering these questions is essential to guide the transition to more digital and flexible learning models in higher education. Furthermore, the influence of the exceptional situation on synchronous and hybrid online teaching experiences underlines the need to examine the approaches applied in this period and to assess their applicability under normal circumstances, as well as to find new approaches to help ensure quality digital teaching in the future. Given the generation of data in digital learning environments and the importance of integrating it into the decision-making of teachers and managers in HEIs, the study of alternatives for processing and exploiting it is also an essential part of the transition. Considering all the aforementioned pointe, the main aim of this thesis is to investigate methodological and educational data exploitation approaches to contribute to the transition towards effective hybrid learning in higher education. To achieve this objective, it is proposed to review the recent literature on synchronous and hybrid online teaching in higher education, to systematically evaluate methodological approaches in real learning environments, and to characterize, explore and analyze the data generated in these environments. The research is divided into three phases. The first phase involves theoretical study, which covers the first two objectives of this thesis. The second phase involves empirical study, which includes exploring methodological approaches and analyzing the data. The final phase presents the results and conclusions. This document is structured into 10 chapters, including an introduction and a conclusion chapter. One of the most important outcomes of this thesis is the conceptualization and characterization of effective teaching, delving into the principles that should guide formal teaching in order to achieve effectiveness in new learning environments. Additionally, this dissertation presents a set of methodological approaches to organizing and managing teaching, encouraging participation and delivering content in synchronous online environments, and describes the results of the systematic evaluation of these approaches in two subjects from the discipline of organizational engineering. The text also provides details of the evaluation of approaches that combine face-to-face and online activities with ERP systems, the reuse of educational resources, and modifications to the assessment system. These approaches aim to enhance students' learning experiences in a technology-enriched face-to-face environment. As part of the empirical study, a set of variables and indicators related to learning analytics in synchronous and hybrid online environments are defined to provide information on the approaches used. Finally, a range of analyses is proposed, aimed at transforming the data generated in the learning platforms into value for HEIs. To aid in the implementation of both methodological approaches and data analysis, the thesis provides a detailed description of the entire process followed, iteration after iteration of action research, and also the author creates a repository with the Python procedures generated in this research, so that they can be used by other researchers, in line with the current requirements of open science.
Higher Education Institutions (HEIs) are currently facing a profound reflection on their role in the society of the future. The pandemic has highlighted the shortcomings of the traditional teaching model and the potential of more flexible models that combine virtual and face-to-face teaching. Moreover, the needs and expectations of today's students point towards greater flexibility and digitization of higher education. Recent technological developments, especially in generative artificial intelligence, warn that the digital transformation of education cannot be delayed for long. In the short term, higher education institutions must undergo a digital metamorphosis in order to maintain their place in society. Progress in this direction includes investment in technology and infrastructure but shows little progress in transforming methodologies and pedagogical practices away from traditional ones. In the past decade, HEIs with a face-to-face education model have made some incursions into online learning formats, such as the implementation of discussion forums or massive open or closed online courses to complement face-to-face teaching. However, it was not until the outbreak of the pandemic, and the shift to virtuality, that HEIs were forced to undergo a radical transformation of their teaching methods. The scientific literature published after 2020 reflects the pandemic's disruption on the HEI educational model. This is evident in the increase of publications on synchronous online teaching experiences. This recent increase in scientific output and the relative novelty of this area of research highlights the necessity for a thorough literature review. This review should address fundamental questions such as identifying the principles that govern effective teaching in synchronous and hybrid virtual environments, understanding the challenges inherent in these modes of delivery, and assessing the current state of published experiences. Answering these questions is essential to guide the transition to more digital and flexible learning models in higher education. Furthermore, the influence of the exceptional situation on synchronous and hybrid online teaching experiences underlines the need to examine the approaches applied in this period and to assess their applicability under normal circumstances, as well as to find new approaches to help ensure quality digital teaching in the future. Given the generation of data in digital learning environments and the importance of integrating it into the decision-making of teachers and managers in HEIs, the study of alternatives for processing and exploiting it is also an essential part of the transition. Considering all the aforementioned pointe, the main aim of this thesis is to investigate methodological and educational data exploitation approaches to contribute to the transition towards effective hybrid learning in higher education. To achieve this objective, it is proposed to review the recent literature on synchronous and hybrid online teaching in higher education, to systematically evaluate methodological approaches in real learning environments, and to characterize, explore and analyze the data generated in these environments. The research is divided into three phases. The first phase involves theoretical study, which covers the first two objectives of this thesis. The second phase involves empirical study, which includes exploring methodological approaches and analyzing the data. The final phase presents the results and conclusions. This document is structured into 10 chapters, including an introduction and a conclusion chapter. One of the most important outcomes of this thesis is the conceptualization and characterization of effective teaching, delving into the principles that should guide formal teaching in order to achieve effectiveness in new learning environments. Additionally, this dissertation presents a set of methodological approaches to organizing and managing teaching, encouraging participation and delivering content in synchronous online environments, and describes the results of the systematic evaluation of these approaches in two subjects from the discipline of organizational engineering. The text also provides details of the evaluation of approaches that combine face-to-face and online activities with ERP systems, the reuse of educational resources, and modifications to the assessment system. These approaches aim to enhance students' learning experiences in a technology-enriched face-to-face environment. As part of the empirical study, a set of variables and indicators related to learning analytics in synchronous and hybrid online environments are defined to provide information on the approaches used. Finally, a range of analyses is proposed, aimed at transforming the data generated in the learning platforms into value for HEIs. To aid in the implementation of both methodological approaches and data analysis, the thesis provides a detailed description of the entire process followed, iteration after iteration of action research, and also the author creates a repository with the Python procedures generated in this research, so that they can be used by other researchers, in line with the current requirements of open science.
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Keywords
Educación superior, Transformación digital, Docencia en línea síncrona, Docencia híbrida, Docencia mejorada por la tecnología, Docencia eficaz, Competencias digitales, Entornos de aprendizaje, Analíticas de aprendizaje, Big data en educación, Minería de datos educativos, Sistemas de información gerencial, Análisis de sentimientos, Aprendizaje automático, Arquitecturas Transformer, Higher education, Digital transformation, Synchronous online teaching, Hybrid teaching, Technology-enhanced learning, Effective teaching, Digital competencies, Learning environments, Learning analytics, Big data in education, Educational data mining, MOOC, Massive Open Online Course, ERP, Enterprise Resource Planning, Management information systems, Sentiment analysis, Machine learning, Transformer architectures