Educación a distancia y formación docente. Retos y desafíos en los postgrados de la Universidad Nacional de Rosario.
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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El trabajo que presentamos se enmarca en un Proyecto de Investigación Interdisciplinario
(Pol148/10) “Política (s) académica(s) sobre carreras de postgrado y formación
docente en educación a distancia en la Universidad Nacional de Rosario”, radicado en
la Secretaría de Investigación y Postgrado de la Facultad de Ciencia Política y RRII
(Universidad Nacional de Rosario), sobre una población integrada por Facultades donde
se dictan carreras de postgrado en el marco de la Educación a Distancia.
El objetivo fundamental consiste en analizar crítica y reflexivamente cuál es la(s)
política(s) académica(s) y de gestión de nuestra Universidad en materia de educación
a distancia, ya sea virtual o semipresencial. Desde la tecnología educativa se
intenta indagar acerca de sus implicancias en la formación docente de cada unidad
académica.
Acercamos un análisis sobre el estado actual de los conocimientos sobre el
tema, como etapa inicial de la investigación. En éste concurren los aportes teóricos
de Litwin (1997, 2000, 2001, 2006, 2008), Fainholc (1999, 2000), Mena (2007), Rama
(2006, 2007), Morin (1997, 2000). Metodológicamente se sustenta en una lógica cualicuantitativa,
con la aplicación del método comparativo continuo (Bolsegui y Fuguet Smith, 2006) y las técnicas del cuestionario, entrevista y análisis documental (campo
empírico), para una posterior triangulación.
This paper is framed in an Inter-disciplinarian Research Project (Pol148/10) called “Academic Politic(s) about postgraduate careers and training teachers in distance education in the National University of Rosario”, which concerns of the Secretary of Research and Postgraduate of the Faculty of Politic Science and International Relationships (National University of Rosario). The population of the research samples is constituted by the Faculties where distance education in postgraduate careers exists. The main objective is to analyze, by a critical and reflective way, which is the academic politic(s) and the management of our University regarding to distance education, including virtual and semi-presence modalities. Throughout the educative technology, we inquire into its implications in the training teachers of each Faculty. We approach an analysis of the current advance of the knowledge of the research topic, as an initial stage of the whole project. In it, we articulate the theoretical contributions of Litwin (1997, 2000, 2001, 2006, 2008), Fainholc (1999, 2000), Mena (2007), Rama (2006, 2007), Morin (1997, 2000). Methodologically, the perspective is qualitative and quantitative, with the application of the continuous comparative method (Bolsegui and Fuguet Smith, 2006) and the techniques of questionnaire, interview and documentary analysis (empirical research field), for a later triangulation.
This paper is framed in an Inter-disciplinarian Research Project (Pol148/10) called “Academic Politic(s) about postgraduate careers and training teachers in distance education in the National University of Rosario”, which concerns of the Secretary of Research and Postgraduate of the Faculty of Politic Science and International Relationships (National University of Rosario). The population of the research samples is constituted by the Faculties where distance education in postgraduate careers exists. The main objective is to analyze, by a critical and reflective way, which is the academic politic(s) and the management of our University regarding to distance education, including virtual and semi-presence modalities. Throughout the educative technology, we inquire into its implications in the training teachers of each Faculty. We approach an analysis of the current advance of the knowledge of the research topic, as an initial stage of the whole project. In it, we articulate the theoretical contributions of Litwin (1997, 2000, 2001, 2006, 2008), Fainholc (1999, 2000), Mena (2007), Rama (2006, 2007), Morin (1997, 2000). Methodologically, the perspective is qualitative and quantitative, with the application of the continuous comparative method (Bolsegui and Fuguet Smith, 2006) and the techniques of questionnaire, interview and documentary analysis (empirical research field), for a later triangulation.
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