Proposal of a Blended Educational Technological System: An approach from system science

Authors

  • Samuel Olmos-Peña Universidad Autónoma del Estado de México
  • José Julio Nares-Hernández Universidad Autónoma del Estado de México

DOI:

https://doi.org/10.37467/revhuman.v12.4765

Keywords:

Model, Blended, Learning, Technological, System, Approach, Proposal

Abstract

The adequate training of professionals presents a worldwide educational challenge, this challenge is of a multifactorial nature and has been addressed from different scientific and academic fields. The health pandemic forced the temporary closure of universities. This closure clearly shows multiple deficiencies in the implementation of hybrid technological systems. In this context, a comprehensive proposal was developed to address the solution needs of a hybrid education. To formulate the model was conducted a literature review to identify the critical success factors in hybrid education with use technological resources, the operation of a higher education institution was characterized. Once that it was determined, several digital educational platforms were identified. From this, the model of viable systems was used, and was obtained a first approximation of the model to later test its implementation.

References

Alban, M., & Mauricio, D. (2019). Factors that influence undergraduate university desertion according to students perspective. International Journal of Engineering and Technology, 10(6), 1585-1602. DOI: https://doi.org/10.21817/ijet/2018/v10i6/181006017

Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education sciences, 10(9), 216. DOI: https://doi.org/10.3390/educsci10090216

Asad, M. M., Aftab, K., Sherwani, F., Churi, P., Moreno-Guerrero, A. J., & Pourshahian, B. (2021). Techno-Pedagogical Skills for 21st Century Digital Classrooms: An Extensive Literature Review. Education Research International, 202. DOI: https://doi.org/10.1155/2021/8160084

Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608-623. DOI: https://doi.org/10.1080/03098265.2020.1807478

Bozkurt, A. (2020). Educational technology research patterns in the realm of the digital knowledge age. Journal of Interactive Media in Education, 2020(1). DOI: https://doi.org/10.5334/jime.570

Calder, N., Jafri, M., & Guo, L. (2021). Mathematics education students’ experiences during lockdown: Managing collaboration in elearning. Education Sciences, 11(4), 191. DOI: https://doi.org/10.3390/educsci11040191

Castro, S., Guzmán, B., & Casado, D. (2007). Las Tic en los procesos de enseñanza y aprendizaje. Laurus, 13(23), 213-234.

Chelghoum, A. (2017). Promoting students’ self-regulated learning through digital platforms: New horizon in Educational Psychology. American Journal of Applied Psychology, 6(5), 123-131. DOI: https://doi.org/10.11648/j.ajap.20170605.17

Clark, J. T. (2020). Distance education. In Clinical engineering handbook (pp. 410-415). Academic Press. Creighton, T. B. (2018). Digital Natives, Digital Immigrants, Digital Learners: An International Empirical Integrative DOI: https://doi.org/10.1016/B978-0-12-813467-2.00063-8

Review of the Literature. Education Leadership Review, 19(1), 132-140.

Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38-50. DOI: https://doi.org/10.1016/j.econedurev.2013.10.004

Espejo, R., Bowling, D., & Hoverstadt, P. (1999). The viable system model and the Viplan software. Kybernetes. Espejo, R., & Harnden, R. (1990). The viable system model. Systems practice, 3(3), 219-221. DOI: https://doi.org/10.1007/BF01062728

Feoktistov, A. V., Trofimenko, O. N., Ognev, S. P., Lyakhovets, M. V., & Koynov, R. S. (2020, November). Digital platform as a professional education management tool. In Journal of Physics: Conference Series (Vol. 1691, No. 1, p. 012058). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1691/1/012058

Gilbert, A. L. (1992). Technology Transfers: The Dynamics of Intelligence. The Global Issues of Information Technology Management, 1, 403.

Hardman, J. (2019). Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018. Heliyon, 5(5), e01726. DOI: https://doi.org/10.1016/j.heliyon.2019.e01726

Harwood, S. (2020). Introducing the VIPLAN Methodology (with VSM) for Handling Messy Situations–Nine Lessons. Systemic Practice and Action Research, 1-34 DOI: https://doi.org/10.1007/s11213-020-09545-6

Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651.

Humphrey, R. (2006). Pulling structured inequality into higher education: the impact of part-time working on English university students. Higher Education Quarterly, 60(3), 270-286. DOI: https://doi.org/10.1111/j.1468-2273.2006.00317.x

Irzawati, I. (2021). The utilization of digital platforms in online learning: efl students’perspectives. Indonesian EFL Journal, 7(2), 131-138.

Keegan, D., & Rumble, G. (2018). Distance teaching at university level. In The distance teaching universities (pp. DOI: https://doi.org/10.4324/9780429431609

-31). Routledge.

Liu, X., & Wang, L. (2019). Disciplinary and interdisciplinary science education research (DISER). Disciplinary and Interdisciplinary Science Education Research, 1(1), 1-3. DOI: https://doi.org/10.1186/s43031-019-0001-1

Midha, G. (2021). Inhibited Improvisation: School Leadership During the COVID-19 Crisis. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 49(3).

Montes Catellanos, L. P., & Cuellar, L. A. (2020). Aprovechamiento del entorno natural, una estrategia didáctica para mejorar el rendimiento académico de jóvenes en el municipio de Otanche-Boyaca. Revista de Ciencias de la Comunicación e Información, 253, 19–39. https://doi.org/10.35742/rcci.2020.25(3).19-39 DOI: https://doi.org/10.35742/rcci.2020.25(3).19-39

Mucshini, B., & Siswandari, S. (2020). Hybrid Learning Design to Minimize Academic Stress of Digital Natives’ Generation in Accounting Course. Journal of Educational Science and Technology, 6(1), 1-8. DOI: https://doi.org/10.26858/est.v6i1.11045

Nácher, V. (2003). Personalidad y rendimiento académico. Jornades de Foment de la Investigació de la Universitat Jaume I. España.

Navarro, R. E. (2003). El rendimiento académico: concepto, investigación y desarrollo. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 1(2), 0

Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21. Quintero, M. T. Q., & Vallejo, G. M. O. (2013). El desempeño académico: una opción para la cualificación de las instituciones educativas. Plumilla educativa, 12(2), 93-115 DOI: https://doi.org/10.30554/plumillaedu.12.375.2013

Rowland, S. (1999). The role of theory in a pedagogical model for lecturers in higher education. Studies in Higher Education, 24(3), 303-314. DOI: https://doi.org/10.1080/03075079912331379915

Salam, M., Iskandar, D. N. A., Ibrahim, D. H. A., & Farooq, M. S. (2019). Technology integration in service-learning pedagogy: A holistic framework. Telematics and Informatics, 38, 257-273. DOI: https://doi.org/10.1016/j.tele.2019.02.002

Sellers-Rubio, R., Mas-Ruiz, F. J., & Casado-Díaz, A. B. (2010). University efficiency: complementariness versus trade-off between teaching, research and administrative activities. Higher Education Quarterly, 64(4), 373-391 DOI: https://doi.org/10.1111/j.1468-2273.2010.00452.x

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies.

Australian Science Teachers Journal, 46(3), 21-28.

Singh, K. (1998). Part-time employment in high school and its effect on academic achievement. The Journal of Educational Research, 91(3), 131-139. DOI: https://doi.org/10.1080/00220679809597533

Smith, E. E., Kahlke, R., & Judd, T. (2020). Not just digital natives: Integrating technologies in professional education contexts. Australasian Journal of Educational Technology, 36(3), 1-14. DOI: https://doi.org/10.14742/ajet.5689

Valbuena Bohórquez, A. R., & Alvarado Ortíz, J. J. (2020). La interactividad de las herramientas tecnológicas en el desarrollo del pensamiento lógico en educación básica secundaria. Revista de Ciencias de la Comunicación e Información, 253, 1–17. https://doi.org/10.35742/rcci.2020.25(3).1-17 DOI: https://doi.org/10.35742/rcci.2020.25(3).1-17

Venkatesh, V., Croteau, A. M., & Rabah, J. (2014). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. In 2014 47th Hawaii international conference on system sciences (pp. 110-119). IEEE. DOI: https://doi.org/10.1109/HICSS.2014.22

Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in education and teaching international, 45(4), 411-419. DOI: https://doi.org/10.1080/14703290802377307

Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. The American Journal of Distance Education, 19(3), 149-162. DOI: https://doi.org/10.1207/s15389286ajde1903_3

Zirger, B. J. (2009). New Models of Cross-Disciplinary Collaborative Education. Metropolitan Universities, 20(1), 130-146.

Downloads

Published

2023-02-15

How to Cite

Olmos-Peña, S., & Nares-Hernández, J. J. (2023). Proposal of a Blended Educational Technological System: An approach from system science. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 17(5), 1–12. https://doi.org/10.37467/revhuman.v12.4765

Issue

Vol. 17 No. 5 (2023): Monograph: "The digitization of learning. New options for teaching"

Section

Research Articles (Special Issue)

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org