Formación práctica en contexto de pandemia para ingeniería química. Desafíos, fortalezas y debilidades
Date
2021
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Abstract
Tal cual lo indicara Darwin, especie que no se adapta perece. En las actuales circunstancias de pandemia por COVID-19, y el correspondiente aislamiento social, la UTN FRLP tuvo que adaptar los procesos de enseñanza y aprendizaje para garantizar la continuidad educativa, a través de la modalidad virtual; ampliando entonces la capacidad del Campus Virtual Global para el uso continuo e indiscriminado en cuanto al tiempo para la actividad docente. Y tan significativo es la incorporación del conocimiento como su aplicación representada por la formación práctica en las asignaturas Químicas para la carrera de Ingeniería Química. He ahí el desafío de custodiar los procesos con la correcta elección de recursos y herramientas pedagógico-didácticas más adecuadas para su desarrollo. Entonces, el objetivo del presente trabajo fue investigar en forma estadística el desempeño académico de los estudiantes y las fortalezas y debilidades derivadas de la tecnología educativa elegida. Observándose que hubo afectación del mismo, aunque la existencia de otras variables también pudieren ser responsables, tales como la conectividad, la calidad del servicio de Internet, los equipos utilizados, entre otras. Condicionantes sociales que también se han tenido en cuenta desde el punto de vista humano y de contención hacia el discente. Así, la realización de actividades prácticas mediante recursos virtuales fue beneficiosa pedagógicamente y posibilitó el acceso a una herramienta con descripciones claras, sencilla de manejar, sin límite de tiempo e inclusiva. Sin embargo, un numeroso porcentaje de alumnos tiene preferencia por la actividad práctica de forma presencial, como así también el cursado.
As indicated by Darwin, a species that does not adapt perishes. In the current circumstances of the COVID-19 pandemic, and the corresponding social isolation, the UTN FRLP had to adapt the teaching and learning processes to guarantee educational continuity, through the virtual modality; thus expanding the capacity of the Global Virtual Campus for continuous and indiscriminate use in terms of time for teaching activity. And so significant is the incorporation of knowledge as its application represented by practical training in Chemical subjects for the Chemical Engineering career. That is the challenge of guarding the processes with the correct choice of resources and pedagogical-didactic tools most suitable for their development. So, the objective of this work was to statistically investigate the academic performance of students and the strengths and weaknesses derived from the chosen educational technology. Noting that it was affected, although the existence of other variables could also be responsible, such as connectivity, the quality of Internet service, the equipment used, among others. Social conditions that have also been taken into account from the human point of view and of containment towards the student. Thus, the realization of practical activities through virtual resources was pedagogically beneficial and made it possible to access a tool with clear descriptions, easy to use, without a time limit and inclusive. However, a large percentage of students have a preference for the practical activity in person, as well as the course.
As indicated by Darwin, a species that does not adapt perishes. In the current circumstances of the COVID-19 pandemic, and the corresponding social isolation, the UTN FRLP had to adapt the teaching and learning processes to guarantee educational continuity, through the virtual modality; thus expanding the capacity of the Global Virtual Campus for continuous and indiscriminate use in terms of time for teaching activity. And so significant is the incorporation of knowledge as its application represented by practical training in Chemical subjects for the Chemical Engineering career. That is the challenge of guarding the processes with the correct choice of resources and pedagogical-didactic tools most suitable for their development. So, the objective of this work was to statistically investigate the academic performance of students and the strengths and weaknesses derived from the chosen educational technology. Noting that it was affected, although the existence of other variables could also be responsible, such as connectivity, the quality of Internet service, the equipment used, among others. Social conditions that have also been taken into account from the human point of view and of containment towards the student. Thus, the realization of practical activities through virtual resources was pedagogically beneficial and made it possible to access a tool with clear descriptions, easy to use, without a time limit and inclusive. However, a large percentage of students have a preference for the practical activity in person, as well as the course.
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Keywords
Tecnología educativa, Desempeño académico, Formación práctica, Ingeniería química
Citation
Actas Congreso Argentino y Latinoamericano de Ingeniería 2021: CADI-CLADI-CAEDI 2021/Luis Fernández Luco[et al.]; editado por Luis Fernández Luco [et al.].- 1a ed ampliada.- Ciudad Autónoma de Buenos Aires: Cristina Vázquez, 2021
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