Getting beyond the screen: experiences of academic literacy in virtual environments.
COVID-19 context has changed the ways to learn and teach in all the levels of education, accentuating and heightening the current inequalities. In the higher levels, the pandemic has affected the access and permanence of students. We recognize that there are different strategies and initiatives in b...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Filosofía y Humanidades. Secretaría Académica
2022
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/apertura/article/view/38831 |
| Aporte de: |
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I10-R295-article-38831 |
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Universidad Nacional de Córdoba |
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I-10 |
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R-295 |
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Apertura |
| language |
Español |
| format |
Artículo revista |
| topic |
Accompanying Students - Academic Literacy - Virtual Learning Acompañamiento - Alfabetización académica - Entornos Virtuales de Aprendizaje - Estrategias de enseñanza Acompanhamento - Alfabetização académica - Ambientes virtuais de aprendizagem |
| spellingShingle |
Accompanying Students - Academic Literacy - Virtual Learning Acompañamiento - Alfabetización académica - Entornos Virtuales de Aprendizaje - Estrategias de enseñanza Acompanhamento - Alfabetização académica - Ambientes virtuais de aprendizagem Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Getting beyond the screen: experiences of academic literacy in virtual environments. |
| topic_facet |
Accompanying Students - Academic Literacy - Virtual Learning Acompañamiento - Alfabetización académica - Entornos Virtuales de Aprendizaje - Estrategias de enseñanza Acompanhamento - Alfabetização académica - Ambientes virtuais de aprendizagem |
| author |
Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena |
| author_facet |
Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena |
| author_sort |
Brusa, Ayelén |
| title |
Getting beyond the screen: experiences of academic literacy in virtual environments. |
| title_short |
Getting beyond the screen: experiences of academic literacy in virtual environments. |
| title_full |
Getting beyond the screen: experiences of academic literacy in virtual environments. |
| title_fullStr |
Getting beyond the screen: experiences of academic literacy in virtual environments. |
| title_full_unstemmed |
Getting beyond the screen: experiences of academic literacy in virtual environments. |
| title_sort |
getting beyond the screen: experiences of academic literacy in virtual environments. |
| description |
COVID-19 context has changed the ways to learn and teach in all the levels of education, accentuating and heightening the current inequalities. In the higher levels, the pandemic has affected the access and permanence of students. We recognize that there are different strategies and initiatives in boarding this difficulty, but we’ll focus on the learning strategies. In this piece of writing, we will think about our work experience as teachers, students and researchers in the History Level Course as helping students. In order to do this, we’ll talk about the experience of accompanying students in the teaching-learning process throughout the virtual learning environment and point out the difficulties founded. Therefore, planning was adapted to new ways of learning in practical classes, specially reading and writing. Finally, as a part of our teacher training, we’ll talk about the attendance and observation of a practical work class. |
| publisher |
Facultad de Filosofía y Humanidades. Secretaría Académica |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/apertura/article/view/38831 |
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2024-09-03T20:11:03Z |
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I10-R295-article-388312022-09-30T22:08:17Z Getting beyond the screen: experiences of academic literacy in virtual environments. Franquear la pantalla: experiencias de alfabetización académica en entornos virtuales Ir Além da Tela: Experiências de Alfabetização Acadêmica em Ambientes Virtuais Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Brusa, Ayelén Falco, Gabriela Rodríguez Mutis, Malena Accompanying Students - Academic Literacy - Virtual Learning Acompañamiento - Alfabetización académica - Entornos Virtuales de Aprendizaje - Estrategias de enseñanza Acompanhamento - Alfabetização académica - Ambientes virtuais de aprendizagem COVID-19 context has changed the ways to learn and teach in all the levels of education, accentuating and heightening the current inequalities. In the higher levels, the pandemic has affected the access and permanence of students. We recognize that there are different strategies and initiatives in boarding this difficulty, but we’ll focus on the learning strategies. In this piece of writing, we will think about our work experience as teachers, students and researchers in the History Level Course as helping students. In order to do this, we’ll talk about the experience of accompanying students in the teaching-learning process throughout the virtual learning environment and point out the difficulties founded. Therefore, planning was adapted to new ways of learning in practical classes, specially reading and writing. Finally, as a part of our teacher training, we’ll talk about the attendance and observation of a practical work class. El contexto de pandemia por COVID-19 trastocó las formas de aprender y de enseñar en todos los niveles educativos, acentuando y complejizando aún más las desigualdades existentes. En el nivel superior esto afectó particularmente el acceso y la permanencia de les estudiantes. Se reconoce que existen diferentes estrategias e iniciativas de abordaje de esta problemática, no obstante este trabajo se centrará especialmente en estrategias de enseñanza. Reflexionaremos acerca de la propia experiencia de trabajo como docentes, estudiantes e investigadoras en formación, desde el rol de Ayudantes Alumnas en el Curso de Nivelación en Historia. Para ello, se recupera el acompañamiento de les estudiantes en su proceso de enseñanza y de aprendizaje en entornos virtuales, y las dificultades presentadas. Esto implicó una planificación adaptada a esta modalidad de enseñanza de encuentros en formato taller, particularmente, atendiendo a las prácticas de lectura y escritura. Finalmente, y como parte del proceso de reflexión continua sobre nuestra práctica, se recupera la experiencia de observación y participación en una clase práctica. O contexto da pandemia COVID-19 perturbou as formas de aprendizagem e ensino em todos os níveis educativos, acentuando e tornando ainda mais complexas as desigualdades existentes. No nível superior, isto afetou particularmente o acesso e a permanência dos estudantes. Se reconhece que existem diferentes estratégias e iniciativas de abordagem para esta problemática, porém este trabalho terá como foco principal as estratégias de ensino. Refletiremos sobre a experiência própria de trabalho enquanto docentes, estudantes e investigadores em formação, a partir do papel de Alunos Auxiliares no Curso de nivelamento em História. Para isso, recupera-se o acompanhamento dos estudantes no processo de ensino-aprendizagem em ambientes virtuais e as dificuldades apresentadas, o que implicou um planejamento adaptado a esta modalidade de ensino de encontros em formato de oficina, principalmente, no que se refere às práticas de leitura e escrita. Por fim e como parte do processo de reflexão contínua sobre a nossa prática, recupera-se a experiência de observação e participação numa aula prática. Facultad de Filosofía y Humanidades. Secretaría Académica 2022-09-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/apertura/article/view/38831 Apertura; No. 5 (2022): Polyphony of voices: experiences of accompaniment in university entrance and permanence; 27-37 Apertura; Núm. 5 (2022): Polifonía de voces: experiencias de acompañamiento en el ingreso y permanencia universitaria; 27-37 Apertura; n. 5 (2022): Polifonia das vozes: experiências de acompanhamento na entrada e na continuação da universidade; 27-37 2362-1818 spa https://revistas.unc.edu.ar/index.php/apertura/article/view/38831/38874 http://creativecommons.org/licenses/by-nc/4.0 |