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Authors: Elide del Rosario Castellanos Santiago

Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

elidecastellanos255@hotmail.com

Trujillo, Venezuela

 

Javier José Castro Capitillo

Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

jccapitillo@hotmail.com

Trujillo, Venezuela

 

Theoretical Approach to the use of Virtual Environments in the Learning Process of University Students

 

Abstract

The current theoretical review serves to determine the use of virtual environments in the learning process of university students of the Institute, Technological University Mario Briceño Iragorri (IUTEMBI), in the Trujillo State. The theoretical contributions that supported the theoretical revision in accordance with the learning theories that support the inquiry are those of Giroux, (1990), Critical or Sociocritical Pedagogy. De La Torre, (2007), with Constructivism and Siemens, (2008), with connectivism as a theory of learning for the digital era. In addition, it is supported methodologically in a documentary review. The conclusions provided a reflection that served as a scaffolding transformer where the teacher can change and modify their pedagogical practice because at this time a technologically modernized educational work is required, with different approaches, in an integrating way from the contents, areas and disciplines that it contemplates. the curricular design of the university education system.

 

Keywords: information technology; learning process; students.

 

 

 

Aproximación Teórica para el uso de los Entornos Virtuales en el Proceso de Aprendizaje de los Estudiantes Universitarios

 

Resumen

La actual revisión teórica sirve para determinar el uso de los entornos virtuales en el proceso de aprendizaje de los estudiantes universitarios del Instituto, Universitario Tecnológico Mario Briceño Iragorri (IUTEMBI), en el Estado Trujillo. Los aportes teóricos que dieron soporte a la revisión teórica de acuerdo con las teorías de aprendizaje que soportan la indagación son los de Giroux, (1990), la Pedagogía Crítica o Sociocrítica. De La Torre, (2007), con el Constructivismo y Siemens, (2008), con el conectivismo como teoría del aprendizaje para la era digital. Además, está sustentada metodológicamente en una revisión documental. Las conclusiones, aportaron una reflexión que sirvió de andamio transformador donde el docente pueda cambiar y modificar su praxis pedagógica porque en este momento se exige una labor educativa tecnológicamente modernizada, con diferentes enfoques, de una manera integradora desde los contenidos, áreas y disciplinas que contempla el diseño curricular del sistema de educación universitaria.

 

Palabras clave: tecnología de la información; proceso de aprendizaje; estudiante.

 

 

 

1. Introduction

The current society is going through a period of historicity, that is, living its social transformation, following a hurried pace with immediate changes that mark at a certain moment. Likewise, to want to build new influences oriented to the future, before the perspective of different tendencies, is to offer significant contributions to the educational field where the difficulty of adaptation to social, technological, economic and cultural changes in the occurrence of the community is observed. According to Chiachio, Pievi, Echaverry and Gómez (2009), they are "aspects that make universities a complicated area, sometimes conflictive, inadequate - in many aspects - and partly absent from enthusiasm, with situations that lack appearances and in searches of new senses" (p.201).

 

In other words, this infers a current scenario where technology causes transformations in the way of conceiving knowledge, building high-performance teams, communicating with others, creating new ways of learning, taking time to acquire technological skills. That is, where knowledge appears as the unavoidable instrument for effective inclusion in the social environment, a condition that challenges educational systems.

 

In fact, in the observations made by the author, the low quality of the learning process was observed, referring to the structure of the environment and the technology chosen. In addition, the introduction of the Technology of the inference primordial try to change the traditional ways of teaching. In addition to this, teachers have poor ICT skills because of this, they can not effectively teach the subjects, because they do not integrate conceptions, models and technological practices into their teaching.

 

Therefore, this theoretical review aims to show the impact that recent technologies have on social innovation. Undoubtedly, this permeates the family, educational, labor, community, political and economic spheres. In this sense, the university context must adapt the technologies skills to the learning processes, to determine if the students possess the necessary knowledge for their oriented use in the field to which they belong. Thus, this inquiry raises as a general purpose: Determine the use of virtual environments in the learning process of university students of the Institute, Technological University Mario Briceño Iragorri (IUTEMBI), in the Trujillo State.

 

2. Learning process

At this time, digital technologies allow a better flow in communications between people, fragmenting barriers, located in space and time, which causes the human being to establish better interpersonal interactions. Highlighting the aforementioned, by Area, (2009a), "this communication can be synchronous, that is, simultaneous in time or asynchronous, the message is issued and received in a period of time subsequent to that issued" (p.7). In other words, to communicate is to do it in the present with the technologies within our reach as the author refers to receive it at the time it is issued or wait for its arrival after its issuance.

 

Consequently, placing ourselves in the theme shown the current educational challenges consist of training and instructing the beneficiary subjects on aspects where they are able to distinguish the significant and leave aside the neat in this regard, Area, (2009b), establishes "the institutions Educational activities are characterized by the slow introduction of changes within their structures. In the context of information societies, this peculiarity is a real maladaptation to training needs and organizational requirements due to an environment in constant movement and transformation" (p.10).

 

Paraphrasing the author, the technological boom craved in educational institutions is expected, the scenarios are in certain contexts waiting to give them the utility that these postmodern times require but due to certain weaknesses and in many cases to the lack of trained personnel they do not they are used as is the duty to be.

 

2.1. Teaching Action in Virtual Environments.

At this moment, the action of the university teacher is understood as the management to facilitate learning where the titled institutions thrive towards the complementarity of the usual educational environment, in a recent context that we call the virtual learning environment (EVA). Currently, according to Mestre, Fonseca, and Valdez, (2007):

The training genres aimed at adults and in full exercise of their professional activity already contemplate the complementarity with the more or less intensive use of the technologies applied to education, either through the resources of the Internet network, of multimedia materials of learning or virtual relational learning spaces (p.34).

 

That is to say, with the annexation of the intense use of ICT in education, we can not use the same dynamic or teaching methodologies in the synchronous-face-to-face framework as in the virtual-asynchronous one. The strong technological penetration in the educational processes must be treated for the establishment of concrete strategies in favor of new virtual or non-face-to-face learning that today invades our academic environments.

 

In addition to this, the university student must have the skills to handle everything related to social networks, the internet and virtual environments, which leads to sustaining the ways of learning, given that technological competences must be possessed in this case to teach how to use these means, offering tools and resources available to the learner so that they can then apply them correctly in the context in which they are developed.

 

Undoubtedly, the most significant challenges currently planned by the university, is to achieve a greater link between training and professional development of the student. In addition to this, the current university, submerged in globalization and communications, should favor the social objective that it has entrusted, that is to say, the alignment and socialization of young people who will be part of an adjacent future of the active population that has to carry the socially current reins.

 

In accordance with the above, the university context must face at this time, the demand for new skills not only work but in their lives. In conclusion, the advance of technologies becomes fundamental in this study. However, these can be displayed before a teacher training that may or may not be competent in this area.

 

2.2. Learning Process: Collaborative Work in Virtual Environments.

Speaking of Collaborative Learning, in times of postmodernity occurs in search of improvement in education, which allow deploying ideological skills. However, the human being was born to live in society, his spiritual, professional development is fully achieved when interacting with others. Thus, due to the individual dimension of analysis, conceptualization, retention, this being developed through collaborative learning with others.

 

Likewise, the representation of the term collaborative learning is a reference of methods where teamwork is widely developed where the groups become cooperative to achieve a common goal. The significant thing is that this type of learning could be achieved in the students of the Institute, Technological University Mario Briceño Iragorri, in the Trujillo State when using ICT in their instruction process, through the use of the Internet, encouraging cooperation for the subsequent formation of virtual learning communities.

 

According to the theme, according to Gosden, (1994), quoted in Scagnoli, (2005a), "collaborative learning is immersed in the theory of social constructivism and focuses on the process of knowledge construction through learning that it results from interaction with a group and through tasks carried out in cooperation with others" (p.2). The exposed by the author, lets glimpse the importance of this type of learning to be implemented in the classroom and so do it in a constructivist way where the student has opportunities to learn by doing. These elements are presented below:

1. Positive interdependence: Applied this element will make the student is responsible and able to share as a team principles because it has to be possesses social dependency and likewise.

 

2. Promotion of interaction: This will emphasize collaborative work so that the student interacts so that interests are shared and thus create real knowledge related to the use of virtual environments in the learning process, in this case university students of the Institute, Technological University Mario Briceño Iragorri, in the Trujillo State.

 

3. Individual responsibility: In addition, teamwork individuality should be present because it will take as input the knowledge that each student possesses to then merge with the group and thus unify criteria.

 

4. Group work skills and abilities: Learning by doing means collectively constructing the different learnings that are expected to be achieved in the study shown.

 

5. Positive interaction: the student in his / her academic activities must promote interaction with the technological means at his / her reach in an authentic way, taking into account that the purpose of collaborative learning is to build knowledge through inquiry, discussion and collaboration with others Scagnoli, (2005b, pp. 31-32).

 

This means that what has been presented alludes to the importance of ICTs helping more participative educational models, expanding the research, communication and knowledge junctures. Therefore, the tool of Collaborative Learning, will serve to know epistemologically the use of virtual environments, to make a good inclusion in the computer subjects in university students of the Institute, Technological University Mario Briceño Iragorri, in Trujillo State.

 

2.3. Virtual Environments

The (ICT) as a tool of instruction, constitute a resource that comes to help in terms of how to conceive knowledge over long distances and small moments of time, reliably. From this perspective, Aguilar and Vivas (2006) point out, it is important to highlight that ICT "is seen as a tool that allows us to eliminate the gaps between those who have access to those who do not have access to knowledge, making social inclusion viable" (p.33). That is, the space that exists of those who can not have free access to the Internet should be minimized with those who do, because at this moment the era of technology must reach everywhere so that the vast majority of subjects can access These virtual environments and seize the benefits offered by ICT.

 

In this regard, Delgado (2005) states that "they are manifested in two strata: one of a structural nature" Infoestructura "and another of a cultural nature" "Infocultura" (p.28). Interpreting the assumptions, these represent fundamental elements in their progress that are important to understand, because they represent technological platforms, elementary and application projects.

 

At this time, with the application of the (TIC), changes have been seen in the educational space. These technological ideas correspond to the aptitudes that the current teacher must have together with the current tendencies related to technology. As pointed out, Gros and Silva (2003), "a much more focused training in the design of situations and context of learning, in mediation, tutoring and learning strategies" (p.56). In fact, the current curriculum must be focused where the subject learns to challenge new situations that help him solve everyday problems and inherent in the context that surrounds it.

 

Likewise, as mentioned by Martínez, (2003: 78), quoted in Villegas y Castillo, (2017), "ICTs help the development of individuals, communities, regions and countries, and they can also improve educational levels and have a favorable impact on the quality of life to access better opportunities for individuals, society and education" (p.201).

 

2.3.1. Virtual Learning Environments (EVA)

The technological applicability represents being able to access its management and application, given that the teacher is the one who must emit their assessment before what type of resources they can incorporate into the educational process, with pedagogical models on which they base their work. Thus, in educational spaces there must be adequate representation due to the accessibility generated when one wishes to interact with the technological resource. In this regard, Zambrano, (2007), states: "These technologies require a great responsibility in terms of updating the media ..." should put us more alert about how our students perceive the information we provide through traditional media and look for formulas capable of putting into practice learning processes that make information much more attractive" (p.3).

 

With references to the foregoing, it is stated that, with advances in technology, the student experiences cognitive changes by virtue of facing different ways of learning to apprehend, that is, knowing the ways to access and educate themselves to handle different resources. technological for learning. Also, these constructs derived from the Latin teaching whose meaning is understood as catch, concepts used to refer to those who appropriate knowledge, therefore, ICT, will allow the student to know technological resources, to be incorporated in their future technical practice.

 

In this regard, Suárez, (2002), defines the Virtual Learning Environments (EVA), as: "a system of action that bases its particularity on an educational intention and in a specific way to achieve it through infovirtual resources" (p.4). It also proposes the same author who "regulates and technologically transforms the educational relationship in a defined way, granting the subjects forms of external action for learning". At the same time, with all these resources, the subject that learns is capable of modifying what they have learned about thinking and learning strategies in their internal structure. This implies that EVA is related to the organization of space, layout and distribution of teaching resources, time management and interactions that occur in the classroom.

 

2.3.2. Approximations to the Virtual Environment of the Future

          The social environment that we live today, is far from being compared to that of not many years ago, society is experiencing an increasingly punctuated imbalance because violence and a high prevalence of antivalores affecting the family and the same are accentuated school and community. All this causes a social decomposition that undoubtedly impacts the family nucleus. However, education has been the protagonist of this contradictory debacle that has affected the current society.

 

In fact, the school we know today has failed in its attempt to educate and train adult men and women who at this moment make up the society we live in today, without demonstrating the ability to achieve healthy, harmonious environments that are capable of living together in peace, free of violence. For this, what is expressed by Ferreira and Labate, (2013a) is alluded to:

The decline of today's society calls for a change in education towards other paradigms of training and accompaniment in the learning of children and young people that emphasize the interior of the human being and really generate healthy individuals physically, mentally and emotionally speaking, harmonious, peaceful and competent to function in a productive, tolerant, inclusive, sustainable and just society (p.9).

 

In other words, the approach to an education based on virtual environments should place more emphasis on answering hypotheses about future education about what kind of man do we want for years to come? Here, it is to infer that the graduation profile and the future of education have to be taken into account, it seems simple, but in reality it is too complex.

 

What is really interesting is, according to Ferreira and Labate, (2013b), "to try to contextualize this socio-educational space of the school within a socio-historical framework in dynamic and constant evolution; that is, the changes of humanity and its relation to technology and knowledge, in the light of an ontological lens different from the individual human being" (p.10). Seen from the perspective of the author, the new technological advances must be ontologically empowered by the human being because the progress as such of the field of technology makes him get to know and train in the current dynamics for his foray into virtual environments until now that could be unknown to him

 

Seen this way from the educational field, we must shake our thoughts and take care that the school can not and should not be outside of technology; ICT should be considered as essential collateral instruments for the training of the learner subject. Therefore, the transformations that virtual environments will bring will help to communicate more quickly to the individual, where the generation of the future will be able to visualize uncertainty as something normal attached to their learning process. Likewise, the "virtual communities", will be more and more pleasant due to their flexibility, diversity and inclusion elements propitiated in these learning communities.

 

2.4. Virtual communities

The reality of today, in the world of knowledge does not escape to be different and this is to observe in the educational context, where to learn and apprehend reality there have been changes with the evolution of the time, and nowadays it can not be denied that the Internet has instituted a global network where it is possible to connect people, having the ability to communicate, generating a work among them, that is, in community. Therefore, Jonassen, Peck and Wilson (1999), cited in Salinas (2003a), clearly indicates that a CV of Learning appears when:

If a community is a social organization of people who share knowledge, values and goals, the classes as we know them are not communities since the students are disconnected or competing with each other. Classes are social communities, but their purpose is not to learn together or from one another ... Learning communities arise when students share common interests (p.5).

 

In other words, when reference is made to virtual communities, the referent are communities of people that carry common values and benefits, using communication through telematic resources are synchronous or asynchronous, that is, these communities are not inferior to face-to-face. Thus, referring to Rheingold (1996), he points out that when there is a continuous debate in the VCs, they come to present the following characteristics (p.20):

- They are organized around affinities and lead people together who do not necessarily have to know each other before the online meeting.

 

- They expose many people and use many means.

 

- They develop from the text to the communication based on graphics.

 

- Communication occurs more regularly than in face-to-face communication.

 

These characteristics are produced by the interaction of human groups that have similar points for the achievement of their concerns, have similarities and their personal axiology place it to disagree knowledge and opinions that lead to exchange information via the Internet.

 

2.5. Learning community

          The predominant educational system centers its curricular attention more in the teacher than in the family, arriving to observe that the inclusion of families is seen as an interference, due to conflicts that may have been raised by the family group because their participation does not It was the right one

 

To all this, Salinas, (2003b: 6), establishes "... the professional communities, groups of students who follow academic activities in a virtual environment configuring virtual communities, what they require is to have a network of information exchange and the appropriate flow of information, collaboration, diversity, sharing ..." (p.60). That is to say, permanent training is necessary based on the teacher adapting to new digital resources in the areas of teaching and learning. Likewise, Flecha and Puigvert, (2002), establish:

The Communities of Learning is a project of transformation of educational centers, aimed at overcoming school failure and eliminating conflicts. This project is distinguished by a commitment to dialogical learning, through interactive groups, where equal dialogue becomes a common effort to achieve educational equality for all students (p.12).

 

In other words, when the transformation happens, the change not only affects the educational center, but also the closest social environment, which is why the participation and collaboration of the people involved is necessary to achieve the proposed goals, so that learning becomes more meaningful and more likely to succeed.

 

2.6. Theories of Learning that Support the Use of Virtual Environments.

Among the theories of learning that support the use of virtual environments in education are: socio-critical pedagogy, constructivism and connectivism. Regarding Social-Critical Social Pedagogy, it is about talking about a more transformative pedagogy. Above all, such a formative seal must aim to train people willing to work for profound change. It means preparing trained pedagogues to design and evaluate innovative interventions that intentionally modify a social reality, from dialogue and participation.

 

With Giroux, (1990), "we are close to clearly drawing the content of Critical or Sociocritical Pedagogy" (p.145). In fact, it is known that Critical Pedagogy represents a very diverse and complex body of knowledge whose central purpose is given by the need to understand and transform the socio-scholar reality.

 

Or what is the same, the original of education from the critical-reflective view, is seen from the questioning and emancipating towards the search in the construction of new axiological meanings and different ways of life for the reach of a just and good society, although this has not materialized. The rest, such as contents, didactic resources, years of teaching experience, the increase of the school day, represent annexes of second order and of only instrumental nature. Since the transforming action demands creative capacity, it is fundamental to examine this input in another way, duly in the way that is appropriate to the emancipatory rationality demanded by a Sociocritical Pedagogy.

 

In that order of ideas, Constructivism, according to De La Torre, (2007), "implies a process of ordering components to build knowledge" (page 49), that is, this indicates the involvement of the integral human being, but not only his intellect. According to Norman, (2008), constructivism is defined as "a set of psychological theories that conceive cognitive processes as eminently active constructions, the result of the interaction of the subject with the environment, others and with himself" (p.138).

 

In accordance with the above, the constructivist approach is communication and interaction in search of cognitive, ethical, collective results, as well as solutions to real problems through theoretical-practical interaction. Moreover, the student's practice is very important in the constructivist approach because its purpose is to contribute to development, that is, to open up to higher experiences. Dewey, (1960), exposes on this:

Some maleducan experiences. An ill-mannered experience when it stops or distorts the growth of later experience ... Just as a man does not live or die to himself alone, neither does an experience live or die to itself. That is why the central problem of an education based on experience is to select the type of current experiences that will fruitfully and creatively survive the future experience (pp. 25-28).

 

It can be inferred that the current of the constructivist approach deals with the content of teaching and learning, privileging the basic concepts and structures of the sciences, to be found according to Bruner, (1980a), in "them a high material". complexity that provides better opportunities to unleash the intellectual capacity of the student and teach him as an apprentice scientist" (p.56).

 

In addition, Bruner, (1980b), assures that any scientific content can be interpreted from childhood if it is well taught and translated into its language, "facilitating that children understand for themselves the basic structural concepts and modes to investigate each science, as in learning by discovery" (p.35). In this way, this learning is based on the discovery where students make their learning as they experience and analyze the available literature.

 

Consequently, through the theory of connectivism knowledge within educational institutions can be formalized better, in this respect Siemens, (2008), exposes "connectivism is a theory of learning for the digital age based on analyzing limitations of behaviorism, cognitivism and constructivism, to explain the effect that technology has had on the way we currently live, communicate and learn" (p.43).

 

In fact, connectivism is considered as "the integration of the principles explored by theories of chaos, neural networks, complexity and self-organization. Thus, learning is an issue that occurs within a wide range of environments that are not precisely controlled by the individual and can inhabit outside the human being, for example, within an organization focusing on the connection studied in sets of information that allows us to develop more and more our current state of knowledge. In a conclusive way, given the importance of connectivism in knowledge, it has been taken as a theory of learning because it is capable of observing the learning skills and the tasks necessary for students to progress in the digital age.

 

3. Methodology

Undoubtedly, in every documentary review we turn to a methodological journey that represents the foundation for the development of the exploration work itself. According to Pardinas cited by Palella and Martins, (2004), "it is the critical study of the method" (p.73).

 

Also, the theoretical reflection is documentary or bibliographic, and lead the researcher to use texts, other documents, prepared prior to the work being investigated, as stated by Sabino, (2005), "documentary research forms an systematic scientific procedure, of inquiry, collection, organization, interpretation and presentation of data and information around a document analysis strategy" (p.37).

 

To carry out this document review, the first phase consisted in allowing us to approach the study area and deepen our knowledge about the situation to be investigated, carried out through the collection, organization and analysis of information, beginning by structuring the elements that in principle they served as a starting point for the investigative fact, and they continuously provide sustenance and basis for the entire exploration process. In addition, this review was not limited to bibliographic archival, the efforts were guided to the observation of different online teaching materials, review of experiences in the area.

 

4. Final Considerations

The use of virtual environments in the learning process should consist of an innovation, creation and distinction of knowledge due to the constant social and technological change that societies appreciate. For this reason, the different approaches or theories of learning such as socio-critical pedagogy, constructivism and cognitivism were presented, which reflected their contribution to the review shown, to let the reader know the importance of being taken into account when doing work. based on knowledge technologies in the digital age.

 

It also reflected the significance of virtual communities and learning to be offered as conditions that allow the use of virtual environments as new learning strategies in the classroom.

 

Communities are formed from the interests of the users themselves, so we may live the eve of an educational revolution. Where each individual is able to join the communities that are most appropriate, provide their knowledge, experience and nurture the others, to achieve a desired level, in favor of each subject can forge their own professional profile, covering the training paths you choose, according to the inadequacies of your environment and your own interests.

 

5. References

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Área, M. (2009a,b). Introducción a la Tecnología. Manual Electrónico. Universidad de La Laguna. Licencia: Creative Commons.

 

Bruner, J. (1980a,b). Investigaciones sobre el desarrollo cognitivo. Madrid: Pablo del Río.

 

Chiachio, G., Pievi, N., Echaverry, E., & Gómez, V. (2009). La Educación en busca de Nuevos Sentidos. Buenos Aires. Jorge Baudino Ediciones.

 

De La Torre, A. (2007). Aprender a aprender. Editorial: McGraw-Hill. Madrid.

 

Delgado, M. (2005). Propuesta a docentes de educación media diversificada y profesional para la utilización de las TIC. Tesis Doctoral. Doctorado en Educación. Universidad Pedagógica Experimental Libertador. San Cristóbal estado Táchira, Venezuela.

 

Dewey, J. (1960). Theory of the Moral Life. (Nueva York: Holt, Rinehart & Winston, Inc.

 

Ferreira, A. & Labate, L. (2013a,b). La educación de jóvenes en el futuro: Proyecciones 2030: desafíos y posibilidades. 1ra Edición diciembre 2013. Universidad Católica de Córdoba. Córdoba: Comunicarte.

 

Flecha, R. & Puigvert, L. (2002). Las Comunidades de Aprendizaje. Una Apuesta por la Igualdad Educativa. REXE: Revista de Estudios y Experiencias en Educación. vol. 1, págs. 11-20.

 

Giroux, H. (1990). Los Profesores como Intelectuales. Hacia una Pedagogía Crítica del Aprendizaje. Barcelona: Paidós. pág. 178.

 

Gosden, C. (1994). Social Being and Time. Oxford: Blackwell.

 

Gros, B. & Silva, J. (2003). La Formación del Profesorado como Docente en los Espacios Virtuales de Aprendizaje. Revista Iberoamericana de Educación. Recuperado de: http://rieoei.org/tec_edu32.htm

 

Mestre, U. Fonseca, J. & Valdez. P. (2007). Entornos virtuales de enseñanza aprendizaje. Monografía: Centro Universitario de Las Tunas, Ministerio de Educación Superior. Ciudad de Las Tunas: Editorial Universitaria.

 

Norman, S. (2008). Teorías del aprendizaje. Madrid: Editorial Anaya.

 

Palella S., & Martins F. (2004). Metodología de la Investigación cuantitativa. Fondo Editorial de la Universidad Pedagógica Experimental Libertador, 204 páginas, Caracas, Venezuela.

 

Rheingold, H. (1996). La Comunidad Virtual. Una Sociedad sin fronteras. Barcelona: Gedisa Editorial. (Título original: The Virtual Community).

 

Sabino, C. (2005). “El proceso de Investigación”. Caracas, Venezuela: Editorial: Panapo.

 

Salinas, J. (2003a,b). Comunidades Virtuales y Aprendizaje digital. Artículo presentado en el VI Congreso de Nuevas Tecnologías de la Información y de la comunicación para la educación. Venezuela: EDUTEC, 30 de junio a 4 de julio. Recuperado de: http://gte.uib.es/pape/gte/sites/gte.uib.es.pape.gte/files/Comunidades%20Virtuales%20y%20Aprendizaje%20Digital.pdf

 

Scagnoli, N. (2005a,b). Estrategias para Motivar el Aprendizaje Colaborativo en Cursos a Distancia. USA: College of Education University of Illinois at Urbana-Champaign.

 

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Suárez, (2002). Entornos Virtuales de Aprendizaje como Instrumento de Mediación. España: Ediciones Universidad de Salamanca.

 

Villegas, M., & Castillo, R. (2017). Uso de las Tic en la Formación Permanente de los Docentes Asesores en la Universidad. Revista Scientific, 2(6), 196-216. Recuperado de: https://doi.org/10.29394/scientific.issn.2542-2987.2017.2.6.10.196-216

 

Zambrano, D. (2007). Revisión a los Recursos Educativos Abiertos. Madrid: Editorial Popular.

 

 

Elide del Rosario Castellanos Santiago

e-mail: elidecastellanos255@hotmail.com

  

Place of birth, Valera state Trujillo, Venezuela. Course study: Doctorate in Education. at the Universidad Nacional Experimental Rafael María Baralt in Cabimas, Zulia state, Venezuela. Degree in Integral Education at La U.N.E.R.M.B. Degree Obtained: Degree in Integral Education. Date: March 18, 2005. Master's Degree in Teaching for Higher Education at La U.N.E.R.M.B. Title Obtained: Magister Scientiarum in Teaching for Higher Education. Date: December 02, 2010.

At present, he works as a teacher in the Ministry of Popular Power for Education. N.E.R. 233 from September 16, 2005 to the present and in the Mission Sucre University Village "Cruz Carrillo" As: Assistant Professor of the National Program of Social Management, in Sabana de Mendoza from September 2008 to the present year 2017.

 

 

Javier José Castro Capitillo

e-mail: jccapitillo@hotmail.com 

 

Born in Cabimas state Zulia, Venezuela. He studied at: Universidad Nacional Experimental “Rafael María Baralt” Degree obtained: Bachelor of Administration: Industrial Management Mention. Date: October 1999, Cabimas state Zulia, Venezuela.

Universidad Nacional Experimental “Rafael María Baralt” Degree obtained: Magister Scientiarum in Human Resources Management. Date: May 2010, Maracaibo state Zulia, Venezuela.

Universidad Nacional Experimental “Rafael María Baralt” Ongoing: Doctorate in Education. Date: February 2017, Cabimas state Zulia, Venezuela.

Universidad Nacional Experimental “Rafael María Baralt” Degree obtained: "Teacher Training for Graduates". (Teaching component). Date: September 2006-2007, Cabimas state Zulia, Venezuela.

I currently work at the Universidad Nacional Experimental “Rafael María Baralt”, Mene Grande Headquarters, Mene Grande Baralt Municipality, Zulia State, Venezuela. Position: Teacher of the subjects: Market Management, Professional Action Workshop I and II, Mathematics II, Management Strategies. Company Finance (Administration Program). Mathematical Foundations Arithmetic I (Education Program) Periods: April 2005, Current Period (2017).

 

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- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.5.99-120