Flexibility and asynchrony to foster the reconciliation of higher studies with work
Article Sidebar
Main Article Content
Abstract
The objective of the work is to present an inclusive higher education model that allows the reconciliation of academic life with the work and family life of the most vulnerable students from a socioeconomic point of view. To do this, a background study of the most flexible models has been carried out and five actions have been extracted to apply to all subjects: redesign all programming, use an online learning management system, program on the fly, optimize learning through the use of technology and design activities to execute them either synchronously or asynchronously. The Aula Universal model has been defined as the one that incorporates all these characteristics. The model has then been implemented in subjects of design degrees and the results of a class group have been evaluated. It is concluded that this application helps to reconcile work with studies, makes more students participate and improves the learning results of all students.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Glaser, B. G., & Strauss, A. L. (2010). The discovery of grounded theory: Strategies for qualitative research (5. paperback print). Aldine Transaction.
Hernández-Sellés, N. (2021). Herramientas que facilitan el aprendizaje colaborativo en entornos virtuales: Nuevas oportunidades para el desarrollo de las ecologías digitales de aprendizaje. Educatio Siglo XXI, 39(2), Article 2. https://doi.org/10.6018/educatio.465741
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Recuperado 30 de diciembre de 2020, de https://www.boe.es/diario_boe/txt.php?id=BOE-A-2020-17264
López-Gómez, E. (2017). El concepto y las finalidades de la tutoría universitaria: Una consulta a expertos. Revista española de orientación y psicopedagogía. https://doi.org/10.5944/reop.vol.28.num.2.2017.20119
Olea, F. P., Villacís, C., & Muñoz, P. Á. (2015). Las TIC como herramientas en el proceso de enseñanza-aprendizaje para optimizar el rendimiento académico. Revista Ciencias Pedagógicas e Innovación, 3(1), Article 1. https://doi.org/10.26423/rcpi.v3i1.13
Prieto, Ó., & Duque, E. (2009). El aprendizaje dialógico y sus aportaciones a la teoría de la educación. Education in the Knowledge Society (EKS), 10(3), Article 3. https://doi.org/10.14201/eks.3930
Real Decreto 1791/2010, de 30 de diciembre, por el que se aprueba el Estatuto del Estudiante Universitario., 30. https://boe.es/buscar/pdf/2010/BOE-A-2010-20147-consolidado.pdf
Ros-Turégano, S. J. (2023a). Aula Universal. Un modelo inclusivo de educación superior definido desde el diseño. Interlínea. Cuadernos de investigación en arte, diseño y educación, 03 # septiembre de 2023. http://www.interlinea.info/articulos/ros/aulauniversal.pdf
Ros-Turégano, S. J. (2023b). Combining personal students’ lives with higher education in Europe: A study of the regulations and how they affect students with fewer opportunities. INTED2023 Proceedings, 1583-1588.
https://doi.org/10.21125/inted.2023.0445
Ros-Turégano, S. J. (2023c). El derecho de las personas adultas y trabajadoras a la inclusión en la educación superior. Un estudio contextualizado de las causas de exclusión y abandono. Revista Derechos Humanos y Educación, 1(8), Article 8. https://revistaderechoshumanosyeducacion.es/index.php/DHED/article/view/139
Sanders, E. B.-N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5-18. https://doi.org/10.1080/15710880701875068
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1), 33. https://doi.org/10.1186/s40561-020-00140-9
Strauss, A., & Corbin, J. M. (2008). Basics of qualitative research (Third Edition). Sage Publications.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice (1st ed). Jossey-Bass.