{"id":116187,"date":"2018-03-11T10:45:07","date_gmt":"2018-03-11T10:45:07","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/tic-y-enfoques-de-ensenanza-y-aprendizaje-en-educacion-superior\/"},"modified":"2018-03-11T10:45:07","modified_gmt":"2018-03-11T10:45:07","slug":"tic-y-enfoques-de-ensenanza-y-aprendizaje-en-educacion-superior","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/educacion-superior\/tic-y-enfoques-de-ensenanza-y-aprendizaje-en-educacion-superior\/","title":{"rendered":"Tic y enfoques de ense\u00f1anza y aprendizaje en educaci\u00f3n superior."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Ana Belen Mirete Ruiz <\/strong><\/h2>\n<p>Resumen actualmente la universidad espa\u00f1ola est\u00e1 atravesando un momento de cambio y ajuste a los nuevos modelos educativos propuestos por el eees. Este planteamiento requiere, por un lado, de docentes y estudiantes con enfoques de ense\u00f1anza y aprendizaje basados en el estudiante y la construcci\u00f3n de conocimiento, y por otro, de herramientas, recursos, estrategias\u00c2\u00bf que faciliten la creaci\u00f3n de contextos de aprendizaje activo, como pueden ser las tic integradas de manera adecuada en el contexto educativo. la universidad de murcia ha adaptado sus t\u00edtulos al eees, poniendo un inter\u00e9s especial en definir aquellos contenidos, habilidades y valores que deben constituir los pilares de estudiantes y futuros profesionales. Por ello, el a\u00f1o 2008 define siete competencias gen\u00e9ricas para los t\u00edtulos de grado, entre la que destaca por ser de inter\u00e9s en esta investigaci\u00f3n, la competencia ct3. con esta investigaci\u00f3n realizamos una descripci\u00f3n del grado de integraci\u00f3n e interiorizaci\u00f3n de las tic en los protagonistas principales del proceso educativo, profesores y estudiantes, as\u00ed como de los enfoques de ense\u00f1anza y aprendizaje adoptados por ambos, a fin de dilucidar c\u00f3mo estos se relacionan. Para ello nos proponemos como objetivo general analizar la competencia tic y los enfoques de ense\u00f1anza y aprendizaje en el contexto de la universidad de murcia.  para dar respuesta a \u00e9ste objetivo, planteamos once objetivos espec\u00edficos los cuales se centran en analizar los la fiabilidad y validez de los instrumentos empleados (cee, cpe-r-2f y acutic); analizar la actitud hacia las tic y el conocimiento y el uso de las mismas que tienen los profesores y estudiantes de la universidad de murcia; estudiar los enfoques de ense\u00f1anza y aprendizaje adoptados por docentes y discentes, as\u00ed como analizar el uso que realizan de las tic tanto profesores como estudiantes, seg\u00fan su enfoque de ense\u00f1anza y aprendizaje.  para la realizaci\u00f3n de esta tesis doctoral, contamos con una muestra de 186 profesores y 1906 estudiantes de trece facultades de las cinco ramas de conocimiento de la universidad de murcia, los cuales fueron seleccionados a trav\u00e9s de un procedimiento de muestreo por conglomerados poliet\u00e1pico. el dise\u00f1o empleado es un dise\u00f1o cuantitativo no experimental tipo encuesta, debido a que este tipo de estudio permite generalizar la informaci\u00f3n recabada para un grupo poblacional mucho m\u00e1s amplio.  el procedimiento llevado a cabo obedece a las fases cl\u00e1sicas de investigaci\u00f3n: revisi\u00f3n bibliogr\u00e1fica y acotamiento del problema de investigaci\u00f3n; selecci\u00f3n, dise\u00f1o y elaboraci\u00f3n de instrumentos para la recogida de informaci\u00f3n; aplicaci\u00f3n de instrumentos para la recogida de datos; an\u00e1lisis de los datos, interpretaci\u00f3n de resultados y extracci\u00f3n de conclusiones, concluyendo con la elaboraci\u00f3n del informe de investigaci\u00f3n. los resultados obtenidos nos permiten acercarnos a conocer el grado de adquisici\u00f3n de la competencia tic, entendida en t\u00e9rminos de actitud, conocimiento y uso, de los profesores y estudiantes de la universidad de murcia. Al mismo tiempo, hemos podido comprobar que los enfoques de ense\u00f1anza y de aprendizaje de unos y otros, est\u00e1n adapt\u00e1ndose al modelo propuesto por el eees. Los roles que asumen profesores y estudiantes est\u00e1n cambiando, as\u00ed como su relaci\u00f3n con las tic para la ense\u00f1anza y el aprendizaje. En cuanto a los perfiles de uso, hemos podido comprobar como los profesores y estudiantes que realizan un mayor uso de las tic, son tambi\u00e9n aquellos que buscan el desarrollo de una ense\u00f1anza y n aprendizaje basados en la construcci\u00f3n de conocimiento y la transformaci\u00f3n personal.     summary nowadays, spanish universities are changing and adapting to the new teaching models proposed by the european high education area (ehea). This new approach needs that teachers and students have student based teaching and learning and knowledge building, as well as tools, resources and strategies that ease the creation of active learning contexts, like properly integrated information and communication technology (ict) on the educational context. university of murcia has adapted its grades to the ehea, showing a special interest in defining contents, skills and values that must become the foundation for students and future professionals. That&apos;s why 2008 defines seven generic competences for the grade titles, being ct3 one of the most relevant for this investigation. with this investigation we describe the degree of integration and embracing of its on the main actors of the teaching process: professors and students, as well as the teaching and learning approach adopted by them, to clarify their relationship. So our general target is to analyze the ict competence and the teaching and learning approach inside university of murcia. to fulfill this goal, we set eleven specific objectives with the goal of analyzing the reliability and validity of the instruments used (cee, cpe-r-2f y acutic); to analyze the attitude towards ict and the knowledge and usage of them by both teachers and students at universidad de murcia; to study the approach of teaching and learning adopted by teachers and learners, as well as to analyze the usage of ict by teachers and students, depending on their approach of teaching and learning. for this thesis we have taken a sample of 186 teachers and 1906 students from thirteen faculties of the five branches of knowledge of university of murcia, which have been chosen by using a sampling procedure of multi-stage conglomerate. The design used is a survey-like non-experimental quantitative design, because that kind of study allows to generalize the information collected for a much broader group of people. the procedure follows the classic stages of investigation: bibliographic investigation and enclosing of the investigation problem; selection, design and creation of instrument to gather information; using instruments to gather data; data analyzing; result interpretation and conclusion reaching, to end with the making of the investigation report. our results allow us to better know the degree of getting ict competence, in terms of attitude, knowledge and usage of both teachers and students from university of murcia. At the same time, we have managed to check the approach to teaching and learning of each one, they are adapting to the model proposed by the ehea. Roles of teachers and students are evolving, as well as their relationship with ict for teaching and learning. Concerning usage profiles, we have confirmed that those teachers and students that do a higher usage of ict are also those who look for teaching and learning based on knowledge building and personal transformation.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Tic y enfoques de ense\u00f1anza y aprendizaje en educaci\u00f3n superior.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Tic y enfoques de ense\u00f1anza y aprendizaje en educaci\u00f3n superior. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Ana Belen Mirete Ruiz <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 23\/07\/2014<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Fuensanta Hern\u00e1ndez Pina<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: leonor Buendia eisman <\/li>\n<li>Jos\u00e9 Antonio Carranza carnicero (vocal)<\/li>\n<li>Jes\u00fas Miguel Mu\u00f1oz cantero (vocal)<\/li>\n<li>pilar Col\u00e1s bravo (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Ana Belen Mirete Ruiz Resumen actualmente la universidad espa\u00f1ola est\u00e1 atravesando un momento de cambio y ajuste 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