3) Puede estar hospedado en la red con lo que se logra tener acceso remoto a sus contenidos.
4) La relación didáctica no se produce “cara a cara”, sino mediante tecnologías digitales.
5) creado y constituido por tecnologías digitales.
Diferencias entre formación presencial y no presencial. Hoy en día, se crean muchas cuestiones acerca de si la formación no presencial aporta los mismos beneficios que la formación presencial, si ofrece calidad pedagógica, si es adecuada para transmitir determinados conceptos, si estos se asimilan o no, si llega a tener un valor profesional, etc.
Sin embargo, en los centros de estudios, colegios, universidades públicas, privadas, donde la formación es presencial, ¿cómo se garantiza que la enseñanza sea de calidad pedagógica? , ¿lo es, por el simple hecho de ser presencial? Hoy vamos a hablar de las diferencias que existen entre estas “dos formas de formar”, en función de una serie de variables a tener en cuenta: Presencial (P): En el desarrollo del proceso de enseñanza–aprendizaje el alumno y el profesor se encuentran en la misma dimensión espacio–temporal. P: Se establecen procesos de comunicación verbal y no verbal entre el alumno y el profesor.
P: Contenidos estáticos. Face-to-Face versus Online Coursework: A Comparison of Costs and Learning Outcomes. The Trouble With Online Education. This line, which I’ve heard in various forms, always makes me cringe. Do people think that lawyers learn a lot about the law from their clients? That patients teach doctors much of what they know about medicine? Yet latent in the sentiment that our students are our teachers is an important truth. We do in fact need to learn from them, but not about the history of the Roman Empire or the politics of “Paradise Lost.” A few weeks ago our president, Teresa A. But can online education ever be education of the very best sort? It’s here that the notion of students teaching teachers is illuminating.
With every class we teach, we need to learn who the people in front of us are. In the summer Shakespeare course I’m teaching now, I’m constantly working to figure out what my students are able to do and how they can develop. Every memorable class is a bit like a jazz composition. Something similar applies even to larger courses. A large lecture class can also create genuine intellectual community.
Learning in Classrooms Versus Online. To the Editor: In “The Trouble With Online Education” (Op-Ed, July 20), Mark Edmundson captures the inadequacy of online courses from the teacher’s perspective, and I can corroborate from the student’s. I was a math-obsessive in high school. To supplement my school’s curriculum, I turned to a Stanford program offering online courses to gifted youth. I started the program with enthusiasm, but I soon felt alone and unsupported.
I had no one to impress or disappoint. A face-to-face meeting in a classroom imposes accountability, inspires effort and promotes academic responsibility in subtle ways that we don’t fully appreciate. Once they’re in the classroom, the battle is mostly won. ADAM D. The writer is a Rhodes Scholar and 2011 graduate of Yale Law School. To the Editor: Learning online is, of course, not the same as learning face to face, and that is likely good news for anyone who can recall an hour lost listening to an interminable lecture in an overheated classroom. Photo.