Si las construyes, ¿vendrán?
Una revisión de la evidencia de las barreras para el aprendizaje activo en la educación universitaria
DOI:
https://doi.org/10.1344/reire.38120Palabras clave:
Aprendizaje activo, Barreras, Entorno construido, Aula invertida, Educación en líneaResumen
INTRODUCCIÓN. Se ha demostrado que el aprendizaje activo conduce a mejores resultados de aprendizaje para los estudiantes en el ámbito de la educación, pero dentro de las instituciones de educación superior todavía hay una amplia gama de barreras que impiden que se lleve a cabo el aprendizaje activo.
MÉTODO. En este artículo discuto algunas de las barreras clave, incluido el diseño del espacio de enseñanza, el uso de nuevas tecnologías (como la grabación de conferencias) y los desafíos creados por la pandemia de COVID-19.
RESULTADOS Y DISCUSIÓN. Gran parte de la literatura sugiere que, si bien existen barreras estructurales que desalientan el uso del aprendizaje activo (como el entorno construido), no es suficiente simplemente eliminar estas barreras, sino que también es importante crear una demanda del profesorado (y estudiantes) para pedagogías más nuevas y activas.
Citas
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