Towards university permanence: alternative learning spaces in times of pandemic
Transition from face-to-face to virtual mode caused by the COVID-19 pandemic, further evidenced the need to reflect on some factors associated with university dropouts and delays, such as the decrease in expectations on the part of students and the difficulty in peer integration. Another factor that...
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2022
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/719 |
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I15-R208-article-7192025-02-25T18:45:01Z Towards university permanence: alternative learning spaces in times of pandemic Hacia la permanencia universitaria: espacios alternativos de aprendizaje en tiempos de pandemia Seminara, María Paula Pérez, Alejandra Verónica Fernández , Arnoldo Permanencia Competencias transversales Entrenamiento intensivo Aprendizaje colaborativo Virtualidad Permanence Transversal Competences Intensive Training Collaborative Learning Virtuality Transition from face-to-face to virtual mode caused by the COVID-19 pandemic, further evidenced the need to reflect on some factors associated with university dropouts and delays, such as the decrease in expectations on the part of students and the difficulty in peer integration. Another factor that the literature exhibits as an obstacle to permanence is the poor development of some transversal skills, necessary for a successful educational career and subsequent professional performance. Within the framework of a research project on articulation and permanence strategies at the National University of San Juan, Argentina, this article presents an intensive training experience in transversal competences for students of Bioengineering and Electronic Engineering careers, as a learning space collaborative, alternative to the traditional curriculum. The opinions of the 60 participants are described, analyzing successes and failures of the experience and a review of the literature on similar training practices is presented. Conclusions reflect on the possible impact that alternative collaborative learning spaces may have on the development of transversal competences and permanence. El pasaje de la modalidad presencial a la virtual ocasionada por la pandemia COVID-19, evidenció aún más la necesidad de reflexión sobre algunos factores asociados a la deserción y la demora universitarias tales como la disminución de expectativas por parte de los estudiantes y la dificultad en la integración entre pares. Otro de los factores que la literatura exhibe como obstáculo a la permanencia es el escaso desarrollo de algunas competencias transversales, necesarias para una trayectoria educativa exitosa y el posterior desempeño profesional. En el marco de un proyecto de investigación sobre estrategias de articulación y permanencia en la Universidad Nacional de San Juan, Argentina, este artículo presenta una experiencia de entrenamiento intensivo en competencias transversales para estudiantes de las carreras de Bioingeniería e Ingeniería Electrónica, como espacio de aprendizaje colaborativo, alternativo a la currícula tradicional. Se describen las opiniones de los 60 participantes, analizando aciertos y desaciertos de la experiencia y se expone una revisión de la literatura sobre prácticas formativas similares. Las conclusiones reflexionan sobre la posible incidencia que los espacios alternativos de aprendizaje colaborativo pueden tener sobre el desarrollo de las competencias transversales y la permanencia. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2022-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/719 10.35305/rece.v2i17.719 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 17 (2022) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/719/629 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/719/652 Derechos de autor 2022 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Permanencia Competencias transversales Entrenamiento intensivo Aprendizaje colaborativo Virtualidad Permanence Transversal Competences Intensive Training Collaborative Learning Virtuality |
| spellingShingle |
Permanencia Competencias transversales Entrenamiento intensivo Aprendizaje colaborativo Virtualidad Permanence Transversal Competences Intensive Training Collaborative Learning Virtuality Seminara, María Paula Pérez, Alejandra Verónica Fernández , Arnoldo Towards university permanence: alternative learning spaces in times of pandemic |
| topic_facet |
Permanencia Competencias transversales Entrenamiento intensivo Aprendizaje colaborativo Virtualidad Permanence Transversal Competences Intensive Training Collaborative Learning Virtuality |
| author |
Seminara, María Paula Pérez, Alejandra Verónica Fernández , Arnoldo |
| author_facet |
Seminara, María Paula Pérez, Alejandra Verónica Fernández , Arnoldo |
| author_sort |
Seminara, María Paula |
| title |
Towards university permanence: alternative learning spaces in times of pandemic |
| title_short |
Towards university permanence: alternative learning spaces in times of pandemic |
| title_full |
Towards university permanence: alternative learning spaces in times of pandemic |
| title_fullStr |
Towards university permanence: alternative learning spaces in times of pandemic |
| title_full_unstemmed |
Towards university permanence: alternative learning spaces in times of pandemic |
| title_sort |
towards university permanence: alternative learning spaces in times of pandemic |
| description |
Transition from face-to-face to virtual mode caused by the COVID-19 pandemic, further evidenced the need to reflect on some factors associated with university dropouts and delays, such as the decrease in expectations on the part of students and the difficulty in peer integration. Another factor that the literature exhibits as an obstacle to permanence is the poor development of some transversal skills, necessary for a successful educational career and subsequent professional performance. Within the framework of a research project on articulation and permanence strategies at the National University of San Juan, Argentina, this article presents an intensive training experience in transversal competences for students of Bioengineering and Electronic Engineering careers, as a learning space collaborative, alternative to the traditional curriculum. The opinions of the 60 participants are described, analyzing successes and failures of the experience and a review of the literature on similar training practices is presented. Conclusions reflect on the possible impact that alternative collaborative learning spaces may have on the development of transversal competences and permanence. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2022 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/719 |
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2023-05-11T18:48:26Z |
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