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Transformation of Education and Teaching in Higher Degree with The Trilogy; Icts, Face to Face Modality and Professional Practices, In The UDG, Mexico.

INTRODUCTION

The changes that have arisen in our society are evolving in conjunction with globalization. Also, the forms and techniques of learning have varied in different trends. Traditional education (face to face), the use of (ICTs) and the modality of distance education have made great advances in the education process.

According to Sancho (1994) technology is evolving. It comes from a long time ago. Sancho discusses the theme of teachers who affirm that the use of computers dehumanizes the learning teaching process.

Another aspect that is mentioned in this research is the relation to professional practices in which students must apply and perform different activities to understand the ways they going to work in the real world of the companies, when the teacher will no longer be by their side to advise or explain and the students will begin to use ICTs and other skills that will enable them to obtain desired results.

From the outputs obtained in the professional practices, the teachers will create tutorials with the most used applications that the new students can use as a real support to implement and develop the skills in professional practices. This will help the program to achieve competitive students in different areas.

This will be certain if the trilogy of ICT, face-to-face and professional practices are related to the reality of the professional work.

We must not forget that the education of the future, will possess a series of basic characteristics, such as:

- They need to be carried out at any time

- Executed anywhere

- Personalized

- Respect the rhythms, learning styles, and multiple intelligences of each one

Some of these competences will be the following:

* Adapt to a rapidly changing environment

* Work collaboratively as a team

* Apply creativity to problem solving

* Learn new knowledge and assimilate new ideas quickly

* Take new initiatives and be independent

* Identify problems and develop solutions

* Collect and organize information

* Carry out systematic comparisons

* Identify and develop alternative solutions

* Solve problems independently (Cabero, 2001).

In summary, as Sangra and Gonzalez (2004, 89) remarked: "... the student must also learn to modify his attitude and the role he has developed up to now, he will have to take an active role, since he will have to become the real protagonist of their learning process, while the educator, the teacher, as we have already said, changes their function and becomes the facilitator, the guide, in charge of facilitating the student's learning process. make the effort to understand the student, to accompany him in the entrance to a new educational context, more open, less normative, free and, therefore, less protective " (89).

UNESCO (1998), in its classic "World Declaration on Higher Education in the 21st Century: Vision and Action", draws our attention to all the changes that must be developed in universities, technological, cultural and social, to adapt to the needs of the new times. Transformations that continue to be claimed as well was noted in the recent "Declaration of Quito on the Role of Universities in the Information Society," held on February 13 and 14, 2003 in Ecuador, pointing out in its conclusions that it is important to "support the modernization of higher education, promoting changes in thought and action paradigms, which guarantee greater and better access to knowledge, as well as its greater and better coverage, high quality and social pertinence, valuing for this the potential that the new information and communication technologies have for education."

LITERATURE REVIEW

ICTs

Salinas (2003, 35) talks about a series of skills that students have to have regarding ICTs, and we believe that they can also provide us with some ideas for teachers. This author indicates four great types of skills:

1.- Specific skills and knowledge for ICT: managing information.

2.- Skills and knowledge related to ICT as a means of information

3.- Skills and knowledge related to ICT as topics of study.

4.- Skills and knowledge related to ICT as the status of knowledge

Learning will no longer be articulated exclusively around synchronous learning, close to the modality of face-to-face learning, but will begin to be strongly supported both in an asynchronous modality and in a mixed modality, that has been called "blended learning." That is, one that combines face-to-face and non-face-to-face teaching supported by technologies, especially telematics (Bartolome, 2004).

In this new framework, and as Rodriguez de las Heras (2002) points out, a new space has been added to the two secular spaces for the transmission of knowledge, the architectural space of the classroom and the reading space of the page, the electronic screen.

PROFESSIONAL PRACTICES

Universities have no way to obtain information from public and private training organizations, nor the companies that indicate the tools or skills that students need, as well as the knowledge, so the program permits that students perform competitive advantages in the global market.

It is important to the face-to-face classroom learning process, in conjunction with virtuality and some applicable software in an on-line course, to optimize the relationship with the companies in which they will learn as professional practitioners. The students must develop competitive advantages, so the trilogy program can obtain the desired results, by the acquisition of experience in the new job roles.

JUSTIFICATION

With the modalities that the University has in the new curricula, the use of the ICTs, the modality of class (face-face), and the professional practices, it was necessary to know there are some advantages for the students and teachers--also to be able and propose solutions to the demands of the labor fields.

RESEARCH QUESTIONS

With the trilogy of ICT use, class in classroom (face-to-face) and professional practices, students will have advantages to develops in the labor field.

OBJECTIVES

Identify if the use of the ICTs, face-to-face class and professional practices trilogy is an advantage relative to the competence in the labor area.

METHODOLOGY

With a sample of 300 graduated students who had already completed their professional practices in Marketing and International Business careers at the University in Mexico with a margin of error of 97%. We used data from three years, 2015-2016- and 2017.

With an Universe of 5,000 graduated students. With an ANOVA statistical model: analysis of variance.

In our hypothesis

H1.- Students who develop their professional practices at the same time they study are more likely to have a job more related to their career.

H2.- students who use the trilogy modality, ICT, classroom class and face-face process, are more critical and their maturity is greater.

ANALYSIS AND DISCUSSION

Table 2 Students who develop their professional practice at the same time they study are more likely to have a job more related to their career.

In Table 3, in the the students who use the trilogy modality, ICT, classroom class and face-face process are more critical, and their maturity is greater. Table 3. Most significant Intergroups

LIMITATIONS

With new educational provisions, we have some problems obtaining available software for all the students and have them in different University's laboratories in our Center. We need to encourage students based on the culture that using ICT it's not just social media, like instagram, Twitter, Facebook, and many others. The University has data security. We provide the students with e-mail, but they lose it.

CONCLUSIONS

In this colloquium of professional practices, we reaffirm the results and CENEVAL exam, (it's an instrument of measurement at the national level that give us the score of all the careers) and those scores are monitored in the National Universities to know the level that Universities and the careers are ranked.

The forms of the triad is very important: face to face gives more security to the students, the use of the mix method helps them to obtain the knowledge of ITC with special programs including logistics, and with professional practice we're giving them more experiencie or sometimes they can get involved inside a company

REFERENCES

Bartolome, A. (2004). Blended learning. Conceptos basicos. Pixel-Bir. Revista de Medios y Educacion, 23, 7-20.

Cabero, J. (2001). Tecnologia educativa. Diseno y utilizacion de medios en la ensenanza. Barcelona, Paidos.

Rodriguez de las Heras, A. (2002): El tercer espacio. Red Digital, 2.

Sangra, A., & Gonzalez, M. (2004). El profesorado universitario y las TIC: Redefinir roles y competencias. En Sangra, A., & Gonzalez, M. (coods), La transformacion de las universidades a traves de las TIC: discursos y practicas. Barcelona, UOC.

Sancho,J. M. (1994). Para una tecnologia educativa. Editorial Horsori.

Salinas, J. (2003). Acceso a la informacion y aprendizaje informal en Internet. Comunicar, 21, 31-38.

UNESCO (1998). Declaracion mundial sobre la educacion superior en el siglo XXI: vision y accion, (http://www.unesco.org/education/educprog/wche/declaration_spa.htm#declaracion 18/10/2004).

Araceli Duran-Hernandez, University of Guadalajara

Juan Antonio Flores-Mora, University of Guadalajara

Judith Mireya Cornejo-Macias, University of Guadalajara
Kaiser reports a KMO evaluation scale:

0,70 < KMO <= 0,80  Media

                            ANOVA
                   Suma de   Gl   Medidas      F    Sig.
                  Cuadrados      Cuadratica

A6.1 Inter-group   20.938     4    5.234     3.011  .040
  Intra-group      38.248    22    1.739
     Total         59.185    26

A6.2 Inter-group   13.660     4    3.415     2.844  .048
  Intra-group      26.414    22    1.201
     Total         40.074    26

A6.9 Inter-group   16.961     4    4.240     3.748  .018
  Intra-group      24.890    22    1.131
     Total         41.852    26

Table 1 Our own elaboration using SPSS program.

STATISTICAL RELIABILITY

Alfa de Cronbach  No. De elementos

     .733              38

Nota: Alfa de Cronbach.

                           ANOVA
                   Sum of   gl    Half       F    Sig.
                   squares      quadratic

A4.2  Inter-group  13.949    6    3.137    2.752  .034
      Intra-group  28.081   20    1.140
      Total        42.020   26

Table 2. Own elaboration using SPSS program.

                           ANOVA
                   Sum of   gl    Half       F    Sig.
                   squares      quadratic

C9.5  Inter-group  14.467    4    3.617    2.822  .020
      Intra-group  28.200   22    1.282
      Total        42.667   26

Table 3. Own elaboration using SPSS program.
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Author:Duran-Hernandez, Araceli; Flores-Mora, Juan Antonio; Cornejo-Macias, Judith Mireya
Publication:Competition Forum
Article Type:Report
Geographic Code:1MEX
Date:Jul 1, 2018
Words:1629
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