Blogs, webinars and significant learning: A case report on a teacher training program for college teachers

  • Rodrigo Polanco-Bueno Universidad del Valle de México
Keywords: Webinar, blogs, significant learning, higher education, teacher training

Abstract

This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the quality of the contents, evidence of learning and products (E-portfolios) that served as content mastery evidences, as well as learning products produced by their students.

DOI: 10.18870/hlrc.v3i1.72

Author Biography

Rodrigo Polanco-Bueno, Universidad del Valle de México

Director

Center for Academic Excellence

References

Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal materials. Journal of Educational Psychology, 51(5), 267-272. http://dx.doi.org/10.1037/h0046669

Badia, A. (2006). Ayuda al aprendizaje con tecnología en la educación superior. RU&SC. Revista de Universidad y Sociedad del Conocimiento, 3(2), 5-19. Retrieved from http://www.redalyc.org/articulo.oa?id=78030208

Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall.

Baxter-Magolda, M. B. (2000). Teaching to promote intellectual and personal maturity: incorporating students’ worldviews and identities into the learning process. San Francisco, CA: Jossey-Bass.

Benware, C. A., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21(4), 755-765. http://dx.doi.org/10.3102/00028312021004755

Biggs, J. (1987). Student approaches to learning and studying. Melbourne, Australia: Australian Council for Educational Research.

Bustos Sánchez, A., & Coll Salvador, C. (2010). Los entornos virtuales como espacios de enseñanza y aprendizaje. Una perspectiva psicoeducativa para su caracterización y análisis. Revista Mexicana de Investigación Educativa, 15(44), 163-184. Retrieved from http://www.redalyc.org/articulo.oa?id=14012513009

Bustos Sánchez, A., Coll Salvador, C., & Engel Rocamora, A. (2009). Presencia docente distribuida en redes asincrónicas de aprendizaje: Definición teórica y perspectiva multi método para su estudio. In F. Barriga Arceo, G. Hernández Rojas & M. Rigo Lemini (Eds.), Aprender y enseñar con TIC en educación superior: contribuciones del socioconstructivismo (pp. 97-128). México. D.F.: UNAM.

Coll, C., & Monereo, C. (Eds.). (2008). Psicología de la educación virtual: aprender y enseñar con las tecnologías de la información y la comunicación. Madrid, Spain: Ediciones Morata.

Díaz Barriga, F. (2006). Enseñanza situada: Vínculo entre la escuela y la vida. México, DF: McGraw-Hill.

Díaz Barriga, F., & Hernández Rojas, G. (2004). Estrategias docentes para un aprendizaje significativo: Una interpretación constructivista. México: McGraw-Hill.

Dillon, J. T. (1988). Questioning and teaching: A manual of practice. New York, NY: Teachers College Press.

Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100. http://dx.doi.org/10.1177/1469787404040463

Haskell, R.E. (2001). Transfer of learning: Cognition, instruction reasoning. San Diego, CA: Academic Press.

Hernández Rojas, G. (2009). Las TIC como herramientas para pensar e interpensar: Un análisis conceptual y reflexiones sobre su empleo. In F. Barriga Arceo, G. Hernández Rojas, & M. Rigo Lemini (Eds.), Aprender y enseñar con TIC en educación superior: contribuciones del socioconstructivismo (pp. 18-62). México, DF: UNAM.

Omrod, J. (1999). Human learning (4th ed.). Upper Saddle River, NJ: Merril/Prentice-Hall.

Polanco, R. & Merino, I.L. (2011, March). Blog and Webinar as distance significant Learning building tools: A global learning experience for higher education professors. Paper presented at the 6th International Technology, Education and Development Online Conference.

Rhem, J. (1995). Deep/surface approaches to learning: An introduction. The National Teaching and Learning Forum, 5(1), 1-5.

Prince, M. (2004). Does active learning work? Journal of Engineering Education, 93(3), 223-231. http://dx.doi.org/10.1002/j.2168-9830.2004.tb00809.x

Richardson, A. (2002). Effective questioning in teaching mathematics using an interactive whiteboard. Micromath, 18(12), 8-12. (ERIC Document Reproduction Service No. EJ654563)

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Vosniadou, S., & Ortony, A. (Eds.). (1989). Similarity and analogical reasoning. New York, NY: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511529863

Published
2013-02-15
How to Cite
Polanco-Bueno, R. (2013). Blogs, webinars and significant learning: A case report on a teacher training program for college teachers. Higher Learning Research Communications, 3(1), 56-67. https://doi.org/10.18870/hlrc.v3i1.72
Section
Articles