dc.contributor.advisor | Cuesta Medina, Liliana Marcela | |
dc.contributor.author | Herrera Bohórquez, Luis Ignacio | |
dc.date.accessioned | 2020-10-01T16:23:38Z | |
dc.date.available | 2020-10-01T16:23:38Z | |
dc.date.issued | 2020-08-19 | |
dc.identifier.uri | http://hdl.handle.net/10818/43448 | |
dc.description | 187 páginas | es_CO |
dc.description.abstract | Alongside the rise of technology, many higher-education institutions have been embracing emerging technologies to support their students’ capacities to learn, interact, and produce through online environments, as well as to equip them with the 21st-century skills demanded by the contemporary job market. Notwithstanding, many contemporary online programs have been blindly implemented with neither knowledge-driven aims nor an online learning-purposely designed methodology. The present study aimed to characterize, contrast, and consolidate stakeholders’ perceptions about elements associated with effective online learning, as well as the role of 21st-century skills in online learning programs. The study used a mixed methods research design, with data collection instruments that include 3 extensive questionnaires, backed up with documentary analysis. Results comprised a set of particular elements to be incorporated in contemporary online programs, alongside an exploration of the roles that online stakeholders acquire as they partake. Moreover, a characterization of the necessary 21st-century skills in online learning environments has been presented. | eng |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | instname:Universidad de La Sabana | es_CO |
dc.source | reponame:Intellectum Repositorio Universidad de La Sabana | es_CO |
dc.title | Technologically mediated course design for contemporary university learners: accounting for stakeholders’ voices | eng |
dc.type | masterThesis | es_CO |
dc.identifier.local | 278522 | |
dc.identifier.local | TE10913 | |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | restrictedAccess | es_CO |
dc.subject.armarc | Tecnologías disruptivas | spa |
dc.subject.armarc | Inglés técnico | spa |
dc.subject.armarc | Inglés -- Semántica | spa |
dc.subject.armarc | Lenguaje y lenguas | spa |
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41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 | eng |
dcterms.references | Zimmerman, B. J., & Schunk, D. (2011). Handbook of self-Regulation of learning and
performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Educational psychology
handbook series. Routledge/Taylor & Francis Group. | eng |
thesis.degree.discipline | Departamento de Lenguas y Culturas Extranjeras | es_CO |
thesis.degree.level | Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |
thesis.degree.name | Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo | es_CO |