Formación postgradual virtual vs pre sencial en el ámbito del medio ambiente minero - experiencia y expectativas
Abstract
En el marco del Convenio Interinstitucional entre la Universidad Técnica de Oruro y el Departamento de Desarrollo Humano, Educación y Empleo de la Secretaría Ejecutiva para el Desarrollo Integral (SEDI) de la Secretaría General de la Organización de los Estados Americanos (SG/OEA), se desarrolló por una parte, el curso presencial de dos meses en "Gestión de los Pasivos Ambientales Mineros: Revalorización, Retratamiento y Cierre Ambiental; y por otra, en la modalidad virtual, el curso de Especialidad de un año en "Ingeniería Ambiental Minera". Los contenidos analíticos de las primeras tres asignaturas del curso postgradual de la Especialidad en Ingeniería Ambiental Minera son similares a los del curso en Gestión de los Pasivos Ambientales Mineros; además, cada una de estas asignaturas iniciales, fueron impartidas por los mismos docentes que tienen una amplia trayectoria académica; quienes además utilizaron el mismo material didáctico para el desarrollo de sus clases en ambas modalidades; además, al finalizar los respectivos módulos, tomaron pruebas de evaluación similares; sólo que en el primer caso, los cursos fueron desarrollados en la modalidad presencial; mientras que en el segundo caso, en la modalidad virtual por medio de la plataforma de enseñanza online de Moodle. El objetivo del presente trabajo de investigación se circunscribió a comparar los resultados de formación académica alcanzados en las tres primeras asignaturas de ambos grupos de profesionales, basados en la prueba estadística de "t de estudent" para tratar de demostrar la hipótesis formulada que denota: "El rendimiento académico de los participantes en un curso postgradual presencial es similar al de los participantes en cursos virtuales" para un grado de significancia del 95%". Después de un análisis estadístico de los resultados obtenidos y que se basan en los promedios de las calificaciones alcanzadas por los cursantes en los tres módulos similares en ambas modalidades de formación postgradual, SE ACEPTO la hipótesis planteada. Se estableció además que, en proceso de enseñanza en la modalidad virtual, los cursos son más accesibles y equitativos, y de una mayor cobertura demográfica y cognoscitiva; además de poder ser más sostenidos, permanentes y sin fronteras ni barreras, independientes del tiempo y del espacio; pero además, más sostenibles en lo académico, financiero y social.
In the framework of the Inter-institutional Agreement between the Technical University of Oruro and the Department of Human Development, Education and Employment of the Executive Secretariat for Integral Development (SEDI) of the General Secretariat of the Organization of American States (SG / OAS), On the one hand, the two-month classroom course on "Management of Environmental Mining Waste: Revaluation, Retreatment and Environmental Closure; and on the other, in the virtual modality, the one-year Specialty course in "Mining Environmental Engineering". The analytical contents of the first three subjects of the postgraduate course of the Specialty in Mining Environmental Engineering are similar to those of the course in Management of Mining Environmental Liabilities; in addition, each of these initial subjects were taught by the same teachers who have extensive academic careers; who also used the same teaching material for the development of their classes in both modalities; in addition, at the end of the respective modules, they took similar assessment tests; only in the first case, the courses were developed in the classroom mode; while in the second case, in the virtual modality through the Moodle online teaching platform. The objective of this research work was limited to comparing the results of academic training achieved in the first three subjects of both groups of professionals, based on the statistical test of "t de estudent" to try to demonstrate the hypothesis that denotes:" The academic performance of participants in a classroom postgraduate course is similar to that of participants in virtual courses, for a degree of significance of 95%". After a statistical analysis of the results obtained and which are based on the averages of the grades achieved by the students in the three similar modules in both postgraduate training modalities, the hypothesis proposed was accepted. It was also established that, in the process of teaching in the virtual modality, the courses are more accessible and equitable, and have greater demographic and cognitive coverage; besides being able to be more sustained, permanent and without borders or barriers, independent of time and space; but also, more academically, financially and socially sustainable.
In the framework of the Inter-institutional Agreement between the Technical University of Oruro and the Department of Human Development, Education and Employment of the Executive Secretariat for Integral Development (SEDI) of the General Secretariat of the Organization of American States (SG / OAS), On the one hand, the two-month classroom course on "Management of Environmental Mining Waste: Revaluation, Retreatment and Environmental Closure; and on the other, in the virtual modality, the one-year Specialty course in "Mining Environmental Engineering". The analytical contents of the first three subjects of the postgraduate course of the Specialty in Mining Environmental Engineering are similar to those of the course in Management of Mining Environmental Liabilities; in addition, each of these initial subjects were taught by the same teachers who have extensive academic careers; who also used the same teaching material for the development of their classes in both modalities; in addition, at the end of the respective modules, they took similar assessment tests; only in the first case, the courses were developed in the classroom mode; while in the second case, in the virtual modality through the Moodle online teaching platform. The objective of this research work was limited to comparing the results of academic training achieved in the first three subjects of both groups of professionals, based on the statistical test of "t de estudent" to try to demonstrate the hypothesis that denotes:" The academic performance of participants in a classroom postgraduate course is similar to that of participants in virtual courses, for a degree of significance of 95%". After a statistical analysis of the results obtained and which are based on the averages of the grades achieved by the students in the three similar modules in both postgraduate training modalities, the hypothesis proposed was accepted. It was also established that, in the process of teaching in the virtual modality, the courses are more accessible and equitable, and have greater demographic and cognitive coverage; besides being able to be more sustained, permanent and without borders or barriers, independent of time and space; but also, more academically, financially and socially sustainable.
Description
Vol. 5, No. 1