Parameters for the construction of Pedagogical Models based on Transversal Digital Competencies in Distance Learning
DOI:
https://doi.org/10.33448/rsd-v11i8.30287Keywords:
Pedagogical models; Digital competences; Distance education; Teaching.Abstract
This article aimed to identify parameters that help teachers of Distance Education (DE) in the definition of their Pedagogical Models (PM) based on the construction of digital competences (DC) linked to their disciplines in a transversal way. The qualitative approach research was carried out in three stages: 1. Theoretical survey; 2. A case study based on a course with DE teachers and 3. Definition of parameters based on data crossing and analysis. In the bibliographic survey, a relationship was established between the concepts of Pedagogical Models, Digital Competencies and Distance Learning. Data collection took place through questionnaires, interactions and activities carried out in the course, which made it possible to identify the profile of professors and define parameters for PM based on Digital Competences. As a result, parameters were defined to assist in the construction of MP based on digital competences in a gradual, integrated and transversal way in any area, courses and disciplines in distance education.
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