Análisis del sistema de acompañamiento tecno-pedagógico al alumnado y profesorado en escenarios virtuales e híbridos

Abstract

The integration of the digital ecosystem in the teaching,learning and training processes requires having systems that supportthe educational experience. These systems must integrate pedagogy andtechnology (Crescenza, 2020), to offer an adequate support to both studentsand university faculty. Teachers must have pedagogical knowledgeadapted to digital scenarios, as a fundamental factor to develop qualityteaching strategies (Marcelo, Yot and Perera, 2016). And students need todeepen their management of technology and self-management of theirlearning, thus acquiring self-regulation skills (Aretio, 2019). In order forthese processes to have continuous support from the institution, supportunits for teaching and educational innovation arise that incorporateexperts specialized in techno-pedagogical care, such as e-learning managersand e-learning facilitators.This chapter contains the analysis carried out on the techno-pedagogicalsupport system for both students and teachers in the university environment.Thus, a case analysis is presented focused on the experience of amedium-sized Spanish university, with more than 12,000 undergraduateand graduate students per year. Of the total number of students, more than7,000 study in virtual and hybrid modality, and a teaching community ofapproximately 1,000 teachers. On the one hand, the level of satisfactionwith the support system of both students and teachers has been studiedin the last four academic years (2017-2018; 2018-2019, 2019-2020 and 2020-2021). On the other, the point of view of the professionals in charge ofdirecting the techno-pedagogical support systems has been analyzed.To carry out the research, a mixed methodology based on the articulationfor triangulation has been applied, in which qualitative and quantitativetechniques have been combined. In this way, a survey has beencarried out among the students of each of the indicated courses, with atotal participation of 3,225 students, and the teaching staff, with a totalof 781 responses. The results of the surveys have been contrasted withthe opinion of the professionals in charge of carrying out the accompaniment,through a discussion group in which twelve experts in digitaleducation have participated. After the quantitative and qualitative analysis,it is concluded that the level of satisfaction of both students and teachersis very high, assessing the closeness and the human accompanimentare very positive. The professionals who work in the teco-pedagogicalsupport system agree on this factor, including as a central element of thecare system the personalization and “humanization” of the teaching andlearning processes mediated by technologies.