El aprendizaje del estudiante o la experiencia del estudiante: el cambio de la facultad tradicional a la no tradicional en la educación superior
DOI:
https://doi.org/10.51302/tce.2016.98Palabras clave:
aprendizaje de estudiantes, experiencia de estudiantes, facultad tradicional, facultad no tradicional, aprendizaje de adultosResumen
Las tendencias en educación superior indican que los profesores se están transformando en mediadores, tutores o coaches. La nueva gestión del aula requiere diversos métodos de enseñanza para una población que está en constante cambio. Los estudiantes no convencionales necesitan de profesores no tradicionales. La educación superior funciona de forma similar a una corporación tradicional, pero compitiendo por los estudiantes, los profesores y la financiación para mantener su funcionamiento diario y mejorar en el ranking académico de universidades (Pak, 2013). Este fenómeno en aumento sugiere la necesidad de que la facultad transforme su cultura educativa, asegurándose la capacidad de atraer y retener a los estudiantes. Las transiciones del aprendizaje del estudiante a la experiencia del estudiante y los índices de satisfacción creciente de los alumnos están influyendo en el proceso de facilitación de la clase. La facultad debería estar obligada a proporcionar más facilitación, coaching y asesoramiento con los cambios de roles que surgen en la transición de la facultad tradicional a la facultad coach y a la facultad mentora. El estudiante adulto no convencional puede necesitar de más ayuda en el enfoque de la orientación y puede que no sea tan autodirigido como propone la teoría del aprendizaje de adultos. Este tema es importante para las personas que apoyan la creación de nuevos conocimientos relacionados con los modelos de aprendizaje para adultos no tradicionales.
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Derechos de autor 2016 Carlos Tasso Eira de Aquino, Pamela Allen, Deb Lawton, Paul Withey
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