Perspectivas institucionales sobre la gestión de la educación a distancia y las tecnologías digitales en escenarios híbridos : el caso de la UNLP

• Autores: Gonzalez, Alejandro Héctor
• Año de publicación: 2024
• Idioma: español castellano
• Tipo de recurso: tesis doctoral
• Colaborador/a o director/a de tesis: Giordano, Carlos José; Pedersoli, Constanza; Novomisky, Sebastían; Aranciaga, Ignacio
• Materia: Educación; Educación a distancia; Tecnologías digitales; Híbrido; Gestión; Cultura digital; Transformación digital; Desigualdades digitales; Modalidades educativas; Presencialidad; Distance education; Digital technologies; Hybrid; Management; Digital culture; Digital transformation; Digital inequalities; Educational modalities; In-person; Educação a distância; Tecnologias digitais; Híbrido; Gerenciamento; Cultura digital; Transformação digital; Desigualdades digitais; Modalidades educacionais; Pessoalmente
• Institución: Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación

Este trabajo de tesis explora cómo se gestiona la educación a distancia (EaD) y las tecnologías digitales (TD) en la Universidad Nacional de La Plata (UNLP), en escenarios híbridos en el contexto pospandemia del COVID-19. El trabajo tiene como objetivo analizar cómo se implementan y gestionan las TD a través del Sistema Institucional de Educación a Distancia (SIED), evaluando su impacto tanto en las unidades académicas como en la administración de la universidad en escenarios híbridos. El marco teórico utilizado para sustentar la investigación fue diseñado con diversos componentes para abordar de manera integral la gestión de las TD y poder dar cuenta de la complejidad del objeto de estudio. Se consideraron cinco ejes principales: EaD, cultura digital, la gestión Institucional de las TD, el concepto de modernidad y la hibridación educativa. En términos metodológicos, la investigación adoptó una estrategia de triangulación metodológica de: análisis documental, cuestionario y entrevistas semiestructuradas a referentes clave. Esta triangulación permitió diseñar un estudio descriptivo con propósitos explicativos a partir del diálogo entre el marco teórico y la observación y el estudio de los datos producidos en el campo empírico, priorizando la profundidad en el análisis. (Contenido parcial)
This thesis explores how distance education (EaD) and digital technologies (TD) are managed at the National University of La Plata (UNLP), in hybrid scenarios in the post-pandemic context of COVID-19. The objective of the work is to analyze how DT are implemented and managed through the Institutional Distance Education System (SIED), evaluating its impact on both the academic units and the university administration in hybrid scenarios. The theoretical framework used to support the research was designed with various components to comprehensively address the management of TD and be able to account for the complexity of the object of study. Five main axes were considered: EaD, digital culture, institutional management of TD, the concept of modernity and educational hybridization. In methodological terms, the research adopted a methodological triangulation strategy of: documentary analysis, questionnaire and semi-structured interviews with key references. This triangulation allowed us to design a descriptive study with explanatory purposes based on the dialogue between the theoretical framework and the observation and study of the data produced in the empirical field, prioritizing depth in the analysis. The research results show that, although the pandemic accelerated the adoption of TD such as videoconferencing and virtual platforms, it also revealed inequalities in access to these tools, both for students and teachers. These digital inequalities not only refer to technological issues, but also to differences in the training and adaptation of the actors involved. The tension can be observed between the speed of technological advances and the capacity for institutional response. The institutional perspectives for the management of the distance modality of the UNLP are established. They are presented grouped into: organization of the EaD area in the dependencies and UUAA, articulation UUAA and SIED, management of TD in general, administrative management in the areas of EaD, management of distance careers/paths, management of careers/paths face-to-face training, TD training, hybridization, EaD self-assessment and future perspective found. Regarding the management of the EaD related to the TD, it is observed that the SIED has been fundamental to articulate the different areas of EaD and a matrix organization is produced where the management of the SIED is transversal to the entire UNLP. The process of digital culture in the EaD areas is analyzed and the perspectives of the SIED-UNLP are defined contemplating the hybrid scenario. The research analyzes the importance of managing TD strategically in response to digital transformation to ensure quality education, and raises the need to continue working on teacher training and reducing technological gaps. The policies and regulations of the UNLP have played an essential role in structuring this modality, but it is also noted that some of these regulations need to be reviewed and updated, especially with regard to educational hybridization, that is, the combination of face-to-face modalities. and virtual that was consolidated as a new standard as a result of the pandemic. The term "expanded hybridization" and the new way of thinking about educational modalities at UNLP are proposed in the conclusions. Educational hybridization emerges as a model at UNLP and allows us to combine the best of in-person and distance modalities, offering greater flexibility to students and teachers, proposing this expanded hybridization as a right to education.
Esta tese explora como a educaçao a distância (EaD) e as tecnologias digitais (TD) sao geridas na Universidade Nacional de La Plata (UNLP), em cenários híbridos no contexto pós-pandemia da COVID-19. O objetivo do trabalho é analisar como as DT sao implementadas e gerenciadas por meio do Sistema Institucional de Educaçao a Distância (SIED), avaliando seu impacto tanto nas unidades acadêmicas quanto na administraçao universitária em cenários híbridos. O referencial teórico utilizado para fundamentar a pesquisa foi desenhado com diversos componentes para abordar de forma abrangente o manejo do DT e ser capaz de dar conta da complexidade do objeto de estudo. Foram considerados cinco eixos principais: EaD, cultura digital, gestao institucional do TD, conceito de modernidade e hibridizaçao educacional. Em termos metodológicos, a pesquisa adotou uma estratégia metodológica de triangulaçao de: análise documental, questionário e entrevistas semiestruturadas com referências chave. Essa triangulaçao permitiu desenhar um estudo descritivo com fins explicativos a partir do diálogo entre o referencial teórico e a observaçao e estudo dos dados produzidos no campo empírico, priorizando a profundidade na análise. (contenido parcial)
Fil: Gonzalez, Alejandro Héctor. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.