Microlearning in the Educational Practice of Regional Geography Supported by New Technologies
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| Autores: | , |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2024 |
| Descripción: | The current demand in education to strengthen innovation, in response to contemporary formative necessities, highlights the impact of technology in transforming the school into a key player in educational scenarios. This study aims to describe the development of a microlearning proposal derived from the educational practice of the discipline of Geography, facilitated by various technological platforms. The methodological design employed is the systematization of experience, encompassing three stages: the first stage analyzes the conditions prior to the pandemic (2017-2019), the second evaluates experiences and lessons during the pandemic (2020-2021), and the third focuses on relating theoretical-methodological aspects and proposal modeling (2022). Techniques such as document analysis, focus groups, observation, and modeling were used, enabling a qualitative interpretation of the data. Participants included four educators from the discipline of Regional Geography in the Department of Natural Sciences at Central University Marta Abreu of Las Villas, who engaged in pedagogic practice during the specified period, and eight students who contributed their perspectives in the focus group discussions. The conclusions highlight the process of incorporating different technological platforms, progressing from isolated use to more integrated and articulated implementation. Additionally, the integration of technologies into the discipline can be a cross-cutting process in the study of regional geography content. Microlearning, as an alternative, responds to the possibilities of the context and offers a pathway that can potentially be extrapolated to other contexts with similar characteristics. Recommendations suggest that the developed model, as the main result, should undergo experimental studies to better understand its efficiency and feasibility in controlled contexts. Further exploration of the participating students' perspectives is also recommended. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/58573 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/58573 |
| Palabra clave: | Education Regional Geography Microteaching Models Systematization Educación Geografía regional Microaprendizaje Modelo Sistematización |