In the rapidly evolving landscape of distance education, defining effective pedagogical models is crucial for enhancing the learning experience. This article by Ketia Kellen Araújo da Silva and Patricia Alejandra Behar focuses on the creation of pedagogical models based on transversal digital competences (DCs) tailored specifically for distance learning (DL).
The study aims to identify the parameters necessary for constructing these models, which are intended to improve the digital skills of both educators and students, ensuring that they are better equipped to navigate and succeed in a digital learning environment.
The research was conducted in three comprehensive stages: an initial theoretical analysis to build foundational parameters, a practical application through a case study involving educators, and the final definition of parameters based on the analysis of collected data.
This multi-stage approach allowed the authors to establish a robust relationship between pedagogical models, digital competences, and distance learning. By collecting data through questionnaires, interactions, and course activities, they identified key aspects of teachers' profiles and the parameters essential for constructing effective pedagogical models.
The results highlighted two main categories: the pedagogical model for constructing digital competences and the integration of these competences in distance learning. The framework developed from this study provides a structured approach for educators to incorporate digital competences into their teaching methodologies.
This ensures that digital competences are built in a gradual, integrated, and transversal manner, applicable across various subjects and disciplines in distance learning. Ultimately, the study underscores the importance of comprehensive teacher training in digital competences, advocating for their inclusion as a core element in educational systems to foster more effective and inclusive distance learning environments.
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How to cite: Silva, K. K. A. D., & Behar, P. A. (2023). Pedagogical Models based on Transversal Digital Competences in Distance Learning: Creation Parameters. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 101-119. https://doi.org/10.5944/ried.26.1.34006
