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    Educación bibliotecológica en Cuba: veinticinco años de producción científica
    (Escuela de Comunicación - CampCM, 2025-06-30)
    Eduardo-Alejandro Hernández-Alfonso
    ;
    Luis-Ernesto Paz-Enrique
    La investigación en educación bibliotecológica en Cuba constituye un área con una limitada representación dentro del conocimiento bibliotecológico e informativo publicado en revistas asociadas a la corriente principal de la ciencia. Por tal motivo se plantea como objetivo del estudio: caracterizar la producción científica sobre educación bibliotecológica en Cuba en el período 1998-2024 a partir de la base de datos Scopus. El estudio clasifica como descriptivo con aporte de tipo epistemológico. Para la obtención de resultados fueron empleados los métodos teóricos análisis – síntesis e histórico – lógico. A nivel empírico se utilizó el análisis documental clásico y el método bibliométrico. Las técnicas utilizadas fueron la revisión de documentos y el análisis de redes sociales. Se identifica que existe una concentración temática en la alfabetización informacional y los procesos de formación posgraduada con énfasis en contextos universitarios. Destaca el posicionamiento de instituciones como la Universidad de la Habana y la Universidad Central Marta Abreu de Las Villas. La colaboración más recurrente se desarrolla entre Cuba y España (Norte-Sur), lo cual es esperado debido al impacto del Programa de Doctorado en Documentación e Información Científica Universidad de Granada – Universidad de la Habana (DIG-UGR-UH) en la formación del principal capital docente e investigador de Cuba.
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    Desafíos en el aprendizaje híbrido en una universidad del suroccidente colombiano
    (Universidad Panamericana, 2024-12-10)
    Claudia-Alexandra Roldán-Morales
    ;
    Andrés-Fernando Torres-Tovar
    La educación superior en Colombia enfrenta el desafío de adaptarse a la diversidad social, la ampliación de cobertura y el aseguramiento de la calidad, a través de la incorporación del aprendizaje híbrido. Por ello, desde 2021, en una universidad del suroccidente colombiano se ha adoptado la multimodalidad como estrategia académica para atender tal reto. Esta experiencia analiza algunos de los desafíos que empiezan a emerger a nivel pedagógico y tecnológico, en el marco de tal estrategia, y resalta aspectos clave vinculados al aprendizaje híbrido. Desde una perspectiva cualitativa de corte fenomenológico, se realizaron cuestionarios y grupos focales con profesores que enseñan en estos cursos. Entre los hallazgos más relevantes se evidencia lo complejo que es facilitar una interacción valiosa entre estudiantes presentes en el aula física y aquellos que participan de forma virtual, lo cual subraya la necesidad de diseñar entornos interactivos y estimulantes que promuevan la construcción colectiva de conocimiento.
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    Gamification and Self-Directed Learning
    (DECHEMA, 2020)
    Pacheco, Ernesto
    ;
    Palma, Jaime
    ;
    ;
    Arana, Ivan
    Gamification is a learning technique that transfers game mechanics to the educational environment in order to achieve better learning results, change participants' attitudes towards the learning process, develop knowledge and student skills. One of the advantages of using gamification is that motivates students to investigate and design strategies in order to achieve a better performance in the game. There are many studies that highlight the different benefits of using gamification in the classroom, among some of these benefits gamification improves student participation, motivation and commitment, encourages more collaboration between students, increases content understanding, among others. On the other hand, it is necessary to understand that the paradigm of employers has changed. Companies today need more flexible people, with different skills, with the ability to "learn to learn". This skill is essential to cope with the complexity of interactions that people frequently face. This is why many companies prefer to have employees who manage their time and achieve results independently (without the direction of supervisors, trainers, or educators). Day by day it is more important that people develop the ability to acquire new skills, new knowledge and self-management. For the past two years, with other colleagues in the logistics area at our university, we have worked on designing a course based on an online game called Logistic Simulator (or LOST, for short). The intention of the game is that students can acquire knowledge in an easy and fun way. To improve their performance in the game, they must investigate and learn different topics of the course on their own, and even investigate content that is not found within the syllabus. This study aims to point out how gamification influences the student's perception of self-directed learning. The study shows that students significantly change their perception of some of the areas related to their participation and the degree of responsibility they have for their own learning, in particular, students improve their abilities in the search for information, autonomy and self-management. ©The authors.
    Scopus© Citations 2  14
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    Autoconocimiento y desarrollo de virtudes humanas como base para el ejercicio profesional ético: análisis de una experiencia evaluativa en el contexto universitario
    (Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
    Chavarría Olarte, Marcela
    ;
    ;
    MARCELA CHAVARRIA OLARTE;202130
    ;
    GERMAN ROBERTO SCALZO;648023
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The ethics of virtue has garnered renewed interest in the last fifty years both at a general philosophical level and as applied to business. This trend has been accompanied by con-siderable effort to promote character education in university-level curricula. This article intends to identify and analyze the best core concepts for teaching Business Ethics with an eye on the development of virtues as the basis for the ability to assume ethical commit-ments in professional practice. To this end, fieldwork was carried out with a group of uni-versity students studying business; it examines the degree to which those students have developed human virtues and the effects that intentionally guiding them towards aware-ness of their strengths and areas for opportunity have had on them. The application of the VTR® test was used as a first approach to the qualitative analysis of a complex reality. This study is framed within a concrete pedagogical proposal for teaching and student-support, and informs business ethics professors’ teaching-learning process in the higher education institutions in which they work.
      8  182
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    Práctica reflexiva colectiva: una experiencia de desarrollo profesoral en educación superior
    (Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
    Camargo Ariza, Katina Isabel
    ;
    Moreno Herrera, Ana Carolina
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Reflective practice as a professional development strategy allows us to envision different work scenarios. One of those is known as Collective Reflective Practice, which permits participants to share their pedagogical experience and/or self-assess their own practice in a context of dialogue that sets the conditions for a reflective peer practice. This paper shows the results of an analysis of a collective reflective practice called «Hablemos docencia» (Let’s Talk about Teaching). An initiative developed by the Universidad del Norte’s Center for Teaching Excellence in Barranquilla, Colombia. In this space, professors from different disciplines have the opportunity to reflect on their teaching practices in a group and collaborative setting. Grounded in insights by Tsangaridou and O’Sullivan (1994), we use a quantitative methodology and ex post facto approach, which characterizes the effect of «Hablemos docencia» on a group of professors.
      30  84