Formación virtual en los programas universita rios de mayores: lecciones de la pandemia

Autores

Palavras-chave:

COVID-19, Programas Universitários para Adultos e Idosos, eLearning, aprendizagem contínua

Resumo

El sorprendente anuncio de una pandemia desconocida causada por un coronavirus a principios de 2020 enfrentó a los sistemas educativos mundiales ante un gran reto. Rápidamente se buscaron soluciones, principalmente basadas en la tecnología, para continuar con la educación reglada, sin embargo, mucha formación no reglada quedó paralizada porque su fin último no era la obtención de certificaciones oficiales. Ese fue el caso de muchos Programas Universitarios para Mayores (PUM) que, a pesar de estar bien organizados, ser sistemáticos y presentar objetivos educativos, se vieron gravemente afectados por las limitaciones. El objetivo de este artículo es poner de manifiesto la relevancia de la formación virtual en este tipo de contextos mediante el ejemplo concreto de la Universidad de Burgos y destacar el papel tan necesario de la Universidad en el desarrollo de una formación permanente para todos los ciudadanos independientemente de su edad o lugar de residencia.



 

Downloads

Não há dados estatísticos.

Biografia do Autor

VANESA BAÑOS-MARTÍNEZ, UNIVERSIDAD DE BURGOS

Professora Assistente na Universidade de Burgos. Doutora em Educação e Mestre em Gerontologia Social; Coordenadora do Programa Inter-Universitária da Experiência na Universidade de Burgos no período de 2004-2005. Membro do Grupo de Pesquisa "Políticas sócio-educativas e econômicas para a eduçacão ao longo da vida, a promoção da autonomia de adultos e idosos, apoio à aprendizagem virtual e desenvolvimento local" e coordenadora do Grupo de Inovação Docente "Gerontologia Inovadora por e para os adultos e Idosos do século XXI (GID UBU GIM). Membro da Sociedade Espanhola de Geriatria e Gerontologia, participando no grupo de trabalho sobre Gerontotecnologia.

MARÍA ROSARIO LIMÓN-MENDIZABAL , Universidad Complutense de Madrid

Doutora em Pedagogia e Professora de Pedagogia Social. Educação de Idosos do Departamento de Estudos Educacionais da Universidade Complutense de Madri; Diretora Acadêmica do CES Dom Bosco, Centro vinculado à Universidade Complutense de Madri; Membro do Grupo de Pesquisa da UCM de "Desenvolvimento Tecnológico, Exclusão Sociocultural e Educação". Ocupou vários cargos acadêmicos, incluindo o de Vice-Reitora de Estágio da Faculdade de Educação e Diretora do Departamento de Teoria e História da Educação. Tem colaborado com outras universidades em Cursos de especialização, Diplomas próprios, Mestrados, Projetos de pesquisas e Bancas de Defesas de teses de doutorado. Participa como membro de várias Associações Científicas: Sociedade Iberoamericana de Pedagogia Social (membro fundadora), Sociedade Espanhola de Geriatria e Gerontologia, Associação Espanhola de Medicina e Saúde Escolar e Universitária.

MARÍA ENRIQUETA CHALFOUN-BLANCO, Universidad Complutense de Madrid

Doutora em Educação pela Universidade Complutense de Madrid, especialista em temas de aprendizagem contínua, novas tecnologias e envelhecimento ativo. Colaborou de forma honorária nos Departamentos de Didáctica e Organização Escolar e no Departamento de Teoria e História da Educação, atualmente no Departamento de Estudos Educacionais da Faculdade de Educação da Universidade Complutense. É colaboradora externa no Mestrado de Formação de Formadores na Faculdade de Educação da UNED desde 2014.

Referências

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 2020. https://doi.org/10.33902/JPSP

Al-Aufi, A. S., & Fulton, C. (2014). Use of Social Networking Tools for Informal Scholarly Communication in Humanities and Social Sciences Disciplines. Procedia - Social and Behavioral Sciences, 147, 436-445. https://doi.org/10.1016/J.SBSPRO.2014.07.135

Aldholay, A., Abdullah, Z., Isaac, O., & Mutahar, A. M. (2019). Perspective of Yemeni students on use of online learning: Extending the information systems success model with transformational leadership and compatibility. Information Technology and People, 33(1), 106-128. https://doi.org/10.1108/ITP-02-2018-0095

Armijos, J., Cárdenas Villavicencio, O., Molina Ríos, J. R., & Portela Leiva, Y. (2020). Redes sociales en aplicaciones móviles: Aspectos que dificultan el uso en adultos mayores [Article]. 3C TIC, 9(2), 59-81.

Asociación Europea de Universidades. (2008). European Universities’ Charter on Lifelong Learning (EUA, Ed.). www.eua.be

Bai, X., He, Y., & Kohlbacher, F. (2020). Older people’s adoption of e-learning services: A qualitative study of facilitators and barriers [Article]. Gerontology & Geriatrics Education, 41(3), 291-307. https://doi.org/10.1080/02701960.2018.1469488

Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University . Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191

Ben-Amram, M., & Davidovitch, N. (2021). Teachers´attitudes towards E-Teaching during COVID-19. Laplage em Revista (International), 7(2), 13-32. https://doi.org/10.24115/S2446-6220202172678p.13-32

Blackburn, G. (2018). e-Learning Or eLearning? Confusion: It’s All In A Word - eLearning Industry. https://elearningindustry.com/e-learning-or-elearning-confusion-all-word

Blank, G., & Lutz, C. (2017). Representativeness of Social Media in Great Britain: Investigating Facebook, LinkedIn, Twitter, Pinterest, Google+, and Instagram. American Behavioral Scientist, 61(7), 741-756. https://doi.org/10.1177/0002764217717559

Butler Kaler, C. (2012). A model of successful adaptation to online learning for college-bound Native American high school students. Multicultural Education & Technology Journal, 6(2), 60-76. https://doi.org/10.1108/17504971211236245

Chowdhury, F. (2019). Blended learning: how to flip the classroom at HEIs in Bangladesh? Journal of Research in Innovative Teaching & Learning, 13(2), 228-242. https://doi.org/10.1108/jrit-12-2018-0030

Cole, J., & Foster, H. (2007). Using Moodle. https://www.oreilly.com/library/view/using-moodle-2nd/9780596529185/

Comisión Europea. (2019). Key competences for lifelong learning (J. Dirección General de Educación Deporte y Cultura, Ed.). Publications Office. https://doi.org/doi/10.2766/291008

Comisión Europea. (2020a). COM(2020) 274 final. European skills agenda for sustainable competitiveness, social fairness and resilience. https://ec.europa.eu/social/main.jsp?catId=1223&langId=en

Comisión Europea. (2020b). COM(2020) 625 final. Relativa a la consecución del Espacio Europeo de Educación de aquí a 2025.

Comisión Europea. (2021a). Erasmus+ Guía del programa.

Comisión Europea. (2021b). The European Pillar of Social Rights Action Plan.

Cuenca Paris, M. E., & Ortega Sánchez, I. (2015). The teaching-learning process of older students university: assessment of the teaching function/La ensenanza-aprendizaje de los alumnos mayores universitarios: valoracion de la funcion docente/O ensino-aprendizagem dos estudantes universitarios maiores: e [Article]. Pedagogia Social, 26, 285. https://doi.org/10.7179/PSRI_2015.26.11

Davies, J., & Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657-663. https://doi.org/10.1111/j.1467-8535.2005.00542.x

del Arco, I., Silva, P., & Flores, O. (2021). University teaching in times of confinement: The light and shadows of compulsory online learning. Sustainability (Switzerland), 13(1), 1-16. https://doi.org/10.3390/su13010375

Deshmukh, S. R. (2020). View of Social Realities of Higher Education in the Age of Uncertainties. SMART MOVES JOURNAL IJELLH, 8(4), 279-289. https://doi.org/https://doi.org/10.24113/ijellh.v8i4.10547

Ferrer-Serrano, M., Latorre-Martínez, M.-P., & Lozano-Blasco, R. (2020). Universidades y comunicación. Papel de Twitter durante el inicio de la crisis sanitaria de la Covid-19. El profesional de la informacion, 29(6). https://doi.org/10.3145/epi.2020.nov.12

Formosa, M. (2021). Building Evidence for the Impact of Older Adult Learning on Active Ageing [Article]. AS. Andragoška Spoznanja. https://doi.org/10.4312/as/9934

García-Aretio, L. (2020). Bosque semántico: ¿educación/enseñanza/ aprendizaje a distancia, virtual, en línea, digital, eLearning…? (A Semantic jungle: distance/virtual/online/digital/ electronic education/teaching/learning ...?). RIED. Revista Iberoamericana de Educación a Distancia, 23(1), 9-28. https://doi.org/10.5944/ried.23.1.25495

García-González, J., Ruqiong, W., Alarcon-Rodriguez, R., Requena-Mullor, M., Ding, C., & Ventura-Miranda, M. I. (2021). Analysis of Anxiety Levels of Nursing Students Because of e-Learning during the COVID-19 Pandemic. Healthcare (Basel), 9(3), 252. https://doi.org/10.3390/healthcare9030252

García-Peñalvo, F. J. (2021a). Avoiding the dark side of digital transformation in teaching. an institutional reference framework for eLearning in higher education. Sustainability (Switzerland), 13(4), 1-17. https://doi.org/10.3390/su13042023

García-Peñalvo, F. J. (2021b). Transformación digital en las universidades: Implicaciones de la pandemia de la COVID-19. Education in the knowledge society, 22, e25465. https://doi.org/10.14201/eks.25465

García-Peñalvo, F. J., & Corell, A. (2020). La CoVId-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? En Campus Virtuales (Vol. 9, Número 2). www.revistacampusvirtuales.es

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001

Gherheș, V., Stoian, C. E., Fărcașiu, M. A., & Stanici, M. (2021). E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors. Sustainability, 13(8), 4381. https://doi.org/10.3390/su13084381

Grande-De-Prado, M., García-Peñalvo, F. J., Corell Almuzara, A., & Abella-García, V. (2021). Higher Education assessment during COVID-19 pandemic | Evaluación en Educación Superior durante la pandemia de la CoVId-19. Campus Virtuales, 10(1), 49-58.

Hansen, R. J., Talmage, C. A., Thaxton, S. P., & Knopf, R. C. (2020). Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report [Article]. Gerontology & Geriatrics Education, 41(3), 342-351. https://doi.org/10.1080/02701960.2019.1618852

Jung, J., Horta, H., & Postiglione, G. A. (2021). Living in uncertainty: the COVID-19 pandemic and higher education in Hong Kong. Studies in Higher Education, 46(1), 107-120. https://doi.org/10.1080/03075079.2020.1859685

Klein, A. Z., da Silva Freitas, J. C. Jr., da Silva, J. V. V. M. M., Barbosa, J. L. V., & Baldasso, L. (2018). The Educational Affordances of Mobile Instant Messaging (MIM): Results of Whatsapp® Used in Higher Education. International Journal of Distance Education Technologies, 16(2), 51.

Larson, D. K., & Sung, C.-H. (2019). COMPARING STUDENT PERFORMANCE: ONLINE VERSUS BLENDED VERSUS FACE-TO-FACE. En Online Learning (Vol. 13, Número 1). http://www.nosignificantdifference.org

Lehmann, K. J., & Chamberlin, L. (2009). Making the move to eLearning: putting your course online. R&L Education: Lanham, MD, USA, 268.

León-Gómez, A., Gil-Fernández, R., & Calderón-Garrido, D. (2021). Influence of COVID on the educational use of Social Media by students of Teaching Degrees. Education in the knowledge society, 22. https://doi.org/10.14201/eks.23623

Limón Mendizabal, M.R. & Berzosa Zaballos, G. (2022). El envejecimiento activo en la Pedagogía Social del siglo XXI. Em J.L. Fuentes (Editor) Nuevos Retos para la Educación Social: Hacia um diálogo entre Universidad y Sociedad, 149-164. Madrid: Dykinson

Mahfouz, S. M., & Salam, W. J. (2021). Jordanian University students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns: Obstacles and solutions. International Journal of Learning, Teaching and Educational Research, 20(1), 142-159. https://doi.org/10.26803/ijlter.20.1.8

Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707

Milićević, V., Denić, N., Milićević, Z., Arsić, L., Spasić-Stojković, M., Petković, D., Stojanović, J., Krkic, M., Milovančević, N. S., & Jovanović, A. (2021). E-learning perspectives in higher education institutions. Technological Forecasting and Social Change, 166. https://doi.org/10.1016/j.techfore.2021.120618

Müller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). Covid-19 emergency elearning and beyond: Experiences and perspectives of university educators. Education Sciences, 11(1), 1-15. https://doi.org/10.3390/educsci11010019

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749

Nesbit, T., Dunlop, C., & Gibson, L. (2013). Lifelong Learning in Institutions of Higher Education. Canadian Journal of University Continuing Education, 33(1), 35-60. https://www.academia.edu/948135/Lifelong_learning_in_institutions_of_higher_education

Ntshwarang, P. N., Malinga, T., & Losike-Sedimo, N. (2021). eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis. Higher Education for the Future, 8(1), 142-154. https://doi.org/10.1177/2347631120986281

OCDE. (2020). Covid-19: Global action for a global crisis - OCDE. https://read.oecd-ilibrary.org/view/?ref=120_120544-8ksud7oaj2&title=Education_responses_to_Covid19_Embracing_digital_learning_and_online_collaboration

Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers and Education, 53(4), 1285-1296. https://doi.org/10.1016/j.compedu.2009.06.011

Peñarrubia-Lozano, C., Segura-Berges, M., Lizalde-Gil, M., & Bustamante, A. J. C. (2021). A qualitative analysis of implementing e-learning during the covid-19 lockdown. Sustainability (Switzerland), 13(6), 3317. https://doi.org/10.3390/su13063317

Portillo, J., & López de la Serna, A. (2021). An international perspective for ‘Improving teacher professional development for online and blended learning: a systematic meta-aggregative review’. Educational technology research and development, 69(1), 25-28. https://doi.org/10.1007/s11423-020-09851-9

Quicios García, M. del P., Herrero Teijón, P., & González Ocejo, P. (2020). La eficacia de la enseñanza a distancia durante el confinamiento por COVID-19 en las zonas de baja cobertura de la España vaciada. El caso de Salamanca. Enseñanza & teaching, 38(2), 67-85. https://doi.org/10.14201/et20203826785

Ramírez, M. R. (2021). Transformación digital en las Universidades: Proceso en épocas de COVID 19. RISTI : Revista Ibérica de Sistemas e Tecnologias de Informação, E42, 593-602.

Sanz, I., Cuerdo, M., & Doncel, L. M. (2020). El efecto del coronavirus en el aprendizaje de los alumnos: efecto en el uso de recursos digitales educativos. Papeles de Economía Española, 166, 2-17.

Sari, T., & Nayır, F. (2020). Challenges in Distance Education During the (Covid-19) Pandemic Period. Qualitative Research in Education, 9(3), 328. https://doi.org/10.17583/qre.2020.5872

Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2020). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? https://doi.org/10.1016/j.chb.2020.106675

Seman, S. A. A., Hashim, M. J., Roslin, R. M., & Ishar, N. I. M. (2019). Millennial learners’ acceptance and satisfaction of blended learning environment. Asian Journal of University Education, 15(3), 129-141.

Sobaih, A. E. E., Hasanein, A. M., & Elnasr, A. E. A. (2020). Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability (Switzerland), 12(16), 6520. https://doi.org/10.3390/su12166520

Tejedor, S., Cervi, L., Tusa, F., & Parola, A. (2020). Educación en tiempos de pandemia: reflexiones de alumnos y profesores sobre la enseñanza virtual universitaria en España, Italia y Ecuador. Revista latina de comunicación social, 78, 1-21. https://doi.org/10.4185/RLCS-2020-1466

Trigueros-Cervantes, C., Rivera-García, E., & Delgado-Peña, J. J. (2017). Las TIC y el alumno mayor en los programas universitarios para mayores desde la perspectiva del enseñante: análisis en el contexto español [Article]. Revista mexicana de investigación educativa, 22(72), 273-293.

UNESCO. (2021). One year into COVID: prioritizing education recovery to avoid a generational catastrophe - UNESCO Biblioteca Digital. https://unesdoc.unesco.org/ark:/48223/pf0000376984

Vázquez-Cano, E., Urrutia, M. L., Parra-González, M. E., & Meneses, E. L. (2020). Analysis of interpersonal competences in the use of ICT in the Spanish university context. Sustainability (Switzerland), 12(2), 476. https://doi.org/10.3390/su12020476

Yardi, S. (2008). Whispers in the Classroom. Digital Youth, Innovation, and the Unexpected, 143-164. https://doi.org/10.1162/dmal.9780262633598.143

Yawson, D. E., & Yamoah, F. A. (2020). Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05519

Zhao, F. (2003). Enhancing the quality of online higher education through measurement. Quality Assurance in Education, 11(4), 214-221. https://doi.org/10.1108/09684880310501395

Downloads

Publicado

01/04/2023

Como Citar

BAÑOS-MARTÍNEZ, V., LIMÓN-MENDIZABAL , M. R., & CHALFOUN-BLANCO, M. E. (2023). Formación virtual en los programas universita rios de mayores: lecciones de la pandemia. HOLOS, 2(39). Recuperado de https://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15159

Edição

v. 2 n. 39 (2023): v.2(2023)

Seção

Dossiê - Práticas escolares e socioeducativas no contexto ibero-americano

Licença

Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Artigos Semelhantes

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 > >> 

Você também pode iniciar uma pesquisa avançada por similaridade para este artigo.