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Article

English, Spanish, Portuguese

ID: <

oai:doaj.org/article:79426fc9523748c8abf3c442b66b94a5

>

·

DOI: <

10.18359/ravi.4277

>

Where these data come from
High quality commitment of the programmes offered in the distance methodology

Abstract

Celebrating the 21 years of history of the Faculty of Distance Studies, we continue to contextualise the so-called ‘New School’ and to disseminate the way in which our activities are carried out within an academic quality framework (training skills and change dynamics in the way we share the knowledge and the means through which we empower us). The operation of Distance Academic Programmes gave rise to the need to design a pedagogical model to implement interactive multimedial education (Salcedo, 2008), based on the specific characteristics of our Faculty, defining it as an open training system with an emphasis on self-management of learning through means, mediations and pedagogical actions. In those circumstances, significant and meaningful learning environments and scenarios have been built, where the role of the teacher or mentor suggests using these elements to train students’ self-thinking (Salcedo, 2009). The above is articulated with teaching understood in terms of ‘Resource Based Learning Opportunities, Balance 2010’ where the teacher is no longer the main learning resource to become another element (i.e. facilitator of learning) and the student has access to multiple sources of information (Salcedo, 2010). In accordance with the above, there are different needs for quality assurance when compared to face-to-face education, and the national government has therefore welcomed the initiatives of different levels, for example the proposal for an ‘Agreement for High Level -2034: Public Policy Proposal for the Excellence of Higher Education in Colombia, in the context of Peace’ presented by the National Council of Higher Education – CESU, which was created by Decree 1280 (2018) of the Ministry of National Education (MEN).

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