{"id":3983,"date":"2009-06-28T16:50:34","date_gmt":"2009-06-28T21:50:34","guid":{"rendered":"http:\/\/www.vidadigital.net\/blog\/2009\/06\/28\/aprendizaje-en-lnea-es-ms-efectivo-que-el-aprendizaje-presencial\/"},"modified":"2009-06-29T06:06:52","modified_gmt":"2009-06-29T11:06:52","slug":"aprendizaje-en-lnea-es-ms-efectivo-que-el-aprendizaje-presencial","status":"publish","type":"post","link":"http:\/\/www.vidadigital.net\/blog\/2009\/06\/28\/aprendizaje-en-lnea-es-ms-efectivo-que-el-aprendizaje-presencial\/","title":{"rendered":"Aprendizaje en línea es más efectivo que el aprendizaje presencial"},"content":{"rendered":"

El Departamento de Educaci\u00f3n ha publicado los hallazgos de un estudio<\/a> que revela que el aprendizaje en l\u00ednea es m\u00e1s efectivo que el aprendizaje presencial:<\/p>\n

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A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes\u2014measured as the difference between treatment and control means, divided by the pooled standard deviation\u2014was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions.<\/a> This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. <\/p>\n<\/blockquote>\n
El estudio, utilizando el procedimiento de meta-analisis, encontr\u00f3 lo siguiente: <\/p>\n
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Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. Learning outcomes for students who engaged in online learning exceeded those of students receiving face-to-face instruction, with an average effect size of +0.24 favoring online conditions.The mean difference between online and face-to-face conditions across the 51 contrasts is statistically significant at the p < .01 level. (p. xiv)<\/p>\n
Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction. The mean effect size in studies comparing blended with face-to-face instruction was +0.35, p < .001. This effect size is larger than that for studies comparing purely online and purely face-to-face conditions, which had an average effect size of +0.14, p < .05. <\/p>\n
The effectiveness of online learning approaches appears quite broad across different content and learner types. Online learning appeared to be an effective option for both undergraduates (mean effect of +0.35, p < .001) and for graduate students and professionals (+0.17, p < .05) in a wide range of academic and professional studies. <\/p>\n<\/blockquote>\n
Hace unos dos a\u00f1os publicamos en este blog una entrada muy relevante a esta discusi\u00f3n<\/a>:<\/p>\n
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Las instituciones educativas tienen que transmitir la actitud de que el aprendizaje en la sala de clases es solo una parte de lo que es una educaci\u00f3n completa. M\u00e1s a\u00fan, hay que ense\u00f1arles a nuestros estudiantes el valor y la importancia de continuar aprendiendo a distancia durante su educaci\u00f3n formal y despu\u00e9s de ella. La realidad es que el aprendizaje presencial tiene tantas limitaciones de tiempo y espacio que tiene que ser complementado por el aprendizaje en l\u00ednea para ser efectivo.<\/p>\n
Preparar a nuestros estudiantes para aprender en l\u00ednea implica crear ambientes de aprendizaje que estimulen a aprender a toda hora y en cualquier lugar. Implica cambiar el paradigma tradicional de que tengo que estar en una sala de clases para aprender y\/o ense\u00f1ar. Representa ofrecerle a nuestros estudiantes alternativas y modalidades congruentes con sus preferencias y estilos de aprendizaje. <\/p>\n
Pero todav\u00eda muchas instituciones educativas viven en el pasado, temerosas de la ense\u00f1anza en l\u00ednea y de su poder. Y el miedo nunca es una respuesta saludable para confrontar la realidad. El miedo nos hace tomar decisiones irracionales y poco sabias. El miedo aumenta de manera significativa el nivel de ignorancia. <\/p>\n<\/blockquote>\n
Pero a pesar de la evidencia cient\u00edfica me imagino que los que consideran la educaci\u00f3n a distancia como una de segunda categor\u00eda, seguir\u00e1n manteniendo sus prejuicios y resistencias hacia la misma. Me imagino que los que han idealizado el modelo de la presencia f\u00edsica, continuaran con sus actitudes en contra del aprendizaje virtual a pesar de la evidencia contundente. Seguir\u00e1n pensando que el aprendizaje en la sala de clases es mejor y punto, y que la pizarra es la mejor tecnolog\u00eda. Y a pesar de la evidencia, muchas Universidades seguir\u00e1n haciendo lo mismo por costumbre y miedo a adoptar un nuevo paradigma. <\/p>\n
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Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning St…<\/a>