Nuevos horizontes para la educación en Ingeniería Industrial en tiempos pospandémicos docentes sobre la formación en Ingeniería Industrial en tiempos de postpandemia
Palabras clave:
pospandemia, docencia, ingenieríaResumen
Este estudio analiza las percepciones de los docentes universitarios sobre la enseñanza de la Ingeniería Industrial en el contexto posterior a la pandemia, considerando los desafíos pedagógicos, tecnológicos y humanos que surgieron durante este período. Empleando un enfoque cualitativo basado en entrevistas semiestructuradas, se identifican cambios en las estrategias educativas, un uso más frecuente de recursos digitales y una mayor valorización de las competencias interpersonales. Los resultados muestran cómo los docentes han adaptado sus métodos de enseñanza, reconociendo el contacto humano como un componente central del proceso formativo. La experiencia postpandémica ha propiciado transformaciones significativas en la educación en ingeniería, subrayando la importancia de integrar tecnologías digitales sin descuidar la dimensión humana del aprendizaje.
Referencias
Aboagye, E., Yawson, J. A., & Appiah, K. N. (2021). COVID-19 and e-learning: The challenges of students in tertiary institutions. Education and Information Technologies, 26(6), 7569–7585.
Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 30(1), 1–13.
Aguilera-Hermida, P. A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
Ahern, A., O’Connor, T., McRuairc, G., McNamara, M., & O’Donnell, D. (2019). Critical thinking in engineering education: A systematic review. European Journal of Engineering Education, 44(6), 846–859.
Ahmed, V., & Opoku, A. (2022). Technology-enhanced learning in built environment and engineering education post-COVID-19. Education Sciences, 12(9), 619.
Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLoS ONE, 14(9), e0221765.
Alexander, B., Ashford-Rowe, K., Barajas-Murphy, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R., & Weber, N. (2019). EDUCAUSE Horizon Report: 2019 Higher Education Edition. EDUCAUSE.
Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the COVID-19 pandemic: A comprehensive analysis. Education Sciences, 10(9), 216.
Altbach, P. G., & de Wit, H. (2020). Postpandemic outlook for higher education: A global perspective. International Higher Education, 102, 3–5.
Amemado, D. (2020). COVID-19: An unexpected and unusual driver to online education. International Higher Education, 102, 12–14.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Andrews, J., & Clark, R. (2011). Peer mentoring works! Higher Education Academy.
Araujo, I., Magalhães, R., & Behar, P. (2022). Virtual laboratories in engineering education: A scoping review of design and learning outcomes. Computer Applications in Engineering Education, 30(4), 1100–1120.
ASEAN University Network. (2021). Guidelines on blended learning for higher education in the post-COVID-19 era. AUN-QA Secretariat.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
Bedoya, J., Rojas, J., & Rodríguez, M. (2021). Remote laboratories for control systems teaching during the pandemic: Implementation and evaluation. IEEE Access, 9, 120345–120356.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press/McGraw-Hill.
Borup, J., West, R. E., & Graham, C. R. (2020). The role of teacher–student relationships in blended learning. Computers & Education, 146, 103770.
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories. Journal of Science Education and Technology, 24(3), 1–14.
Brooks, D. C., & Pomerantz, J. (2017). ECAR Study of Undergraduate Students and Information Technology, 2017. EDUCAUSE.
Buil-Fabregá, M., Martínez-Navalón, J. G., & Llinares-Insa, L. I. (2019). Soft skills in industrial engineering: A systematic review. Journal of Industrial Engineering and Management, 12(2), 214–241.
Cabero-Almenara, J., & Llorente-Cejudo, M. C. (2020). COVID-19 and digital competence: From emergency to transformation. RIED, 23(2), 25–32.
Cantabella, M., Martínez-Espinosa, R., & Ayuso, M. (2021). Evaluation strategies in large online engineering courses. IEEE Transactions on Education, 64(4), 335–343.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens. Joint Research Centre, European Commission.
Castillo-Manzano, J. I., Castro-Núñez, B., López-Valpuesta, L., & Sanz-Díaz, M. T. (2021). From face-to-face to emergency remote teaching in engineering: Evidence from Spain. Studies in Higher Education, 46(12), 2577–2593.
CEDEFOP. (2020). Digitalization and COVID-19: Impact on skills and VET. Publications Office of the EU.
CEPAL-UNESCO. (2020). La educación en tiempos de la pandemia de COVID-19. Naciones Unidas.
Chen, X., Vorvoreanu, M., & Madhavan, K. (2021). Engineering education in the time of COVID-19: Lessons learned. Advances in Engineering Education, 9(4), 1–13.
Chick, R. C., Clifton, G. T., et al. (2020). Using technology to maintain education during the pandemic. Journal of Surgical Education, 77(4), 729–732.
Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Instruction (4th ed.). Wiley.
Code, J., Ralph, R., & Forde, K. (2020). Pandemic designs for the future: Perspectives of technology education teachers. Information and Learning Sciences, 121(5/6), 419–431.
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., et al. (2020). COVID-19: 20 countries’ higher education responses. Journal of Applied Learning & Teaching, 3(1), 1–20.
Croft, N., Dalton, A., & Grant, M. (2010). Overcoming isolation in distance learning. Open Learning, 25(1), 7–21.
Cukurova, M., Luckin, R., & Kent, C. (2020). Artificial intelligence for assessment in higher education. British Journal of Educational Technology, 51(3), 715–735.
Dede, C. (2014). The role of digital technologies in deeper learning. Students at the Center: Deeper Learning. Jobs for the Future.
de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308.
de la Poza, E., Merello, P., & Calabuig-Moreno, F. (2021). Student satisfaction in online engineering courses during COVID-19. International Journal of Engineering Education, 37(5), 1370–1383.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.
EDUCAUSE. (2021). 2021 EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE.
ENAEE. (2020). EUR-ACE Framework Standards and Guidelines (v3). European Network for Accreditation of Engineering Education.
Felder, R. M., & Brent, R. (2016). Teaching and Learning STEM: A Practical Guide. Jossey-Bass.
Freeman, S., Eddy, S. L., et al. (2014). Active learning increases student performance in STEM. PNAS, 111(23), 8410–8415.
Garrison, D. R., & Vaughan, N. (2008). Blended Learning in Higher Education. Jossey-Bass.
García-Peñalvo, F. J., & Seoane-Pardo, A. M. (2021). Hacia ecosistemas híbridos de aprendizaje en ingeniería. RIED, 24(2), 33–54.
Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802), 295–296.
Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2016). Students’ profiles and online learning. Computers & Education, 96, 1–11.
Graham, C. R. (2013). Emerging practice and research in blended learning. In Handbook of Distance Education (pp. 333–350). Routledge.
Guo, P., Kim, J., & Rubin, R. (2014). How video production affects student engagement in MOOCs. Proceedings of the 1st ACM L@S Conference, 41–50.
Haddad, A., & Kalaani, Y. (2015). Remote labs in power systems education. IEEE Transactions on Education, 58(1), 32–39.
Harman, K., & Koohang, A. (2005). Discussion board: A learning object. Interdisciplinary Journal of E-Learning and Learning Objects, 1, 67–77.
HEC (UK). (2021). Learning and Teaching Reimagined: A new dawn for higher education? Jisc/Universities UK.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
Huang, R. H., Liu, D. J., et al. (2020). Guidance on Flexible Learning During COVID-19 Outbreak. Smart Learning Institute of Beijing Normal University.
IEEE Education Society. (2021). Best practices for online labs in engineering. IEEE EdSoc Task Force Report.
ILO. (2020). Jobs and skills in the pandemic: Higher education responses in STEM. International Labour Office.
INE/IBGE/INEGI. (2021). Encuesta regional sobre conectividad y educación en pandemia. Informe conjunto.
Jamaludin, R., Mohd Satar, N. S., & Abdullah, N. A. (2021). Engineering capstone projects online: Strategies, challenges and solutions. European Journal of Engineering Education, 46(6), 1019–1037.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. NMC.
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface. Higher Education Research & Development, 37(1), 58–71.
Kapilan, N., Vidhya, P., & Gao, X.-Z. (2021). Virtual laboratory in mechanical engineering during COVID-19. Higher Education for the Future, 8(1), 31–46.
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models in STEM education. Anatomical Sciences Education, 9(6), 499–509.
King, C., Pegrum, M., & Forsey, M. (2018). MOOCs and the future of higher education. E-Learning and Digital Media, 15(2), 87–102.
Knight, P., & Yorke, M. (2004). Learning, Curriculum and Employability in Higher Education. RoutledgeFalmer.
Kukulska-Hulme, A. (2021). Mobile-assisted language and engineering learning in hybrid settings. Distance Education, 42(3), 403–421.
Lalima, & Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129–136.
Laurillard, D. (2012). Teaching as a Design Science. Routledge.
Llorens, A., & Fernández-Miravete, A. (2021). Evaluación por competencias en ingeniería en contextos virtuales. REDU, 19(2), 59–78.
Lozano-Díaz, A., & Fernández-Prados, J. S. (2021). University students’ digital competence in COVID-19. Sustainability, 13(10), 5466.
Marginson, S. (2016). The Dream Is Over: The crisis of Clark Kerr’s California Idea of higher education. University of California Press.
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning. American Journal of Distance Education, 34(3), 180–193.
Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.
McCrum-Gardner, E. (2010). Sample size and power in qualitative research. International Journal of Therapy and Rehabilitation, 17(1), 10–14.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation of Evidence-Based Practices in Online Learning. U.S. Department of Education.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge (TPACK). Teachers College Record, 108(6), 1017–1054.
Montgomery, K. (2021). Student wellbeing in hybrid university education. Higher Education Quarterly, 75(3), 377–391.
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning (3rd ed.). Wadsworth.
Mora, H., Signes-Pont, M. T., & García-Morte, L. (2021). Project-based learning with industry in engineering online contexts. Education Sciences, 11(9), 488.
OECD. (2021). The State of Higher Education: One year into the COVID-19 pandemic. OECD Publishing.
OECD. (2023). Supporting students and faculty in blended higher education. OECD Publishing.
Okoye, K., Arrona-Palacios, A., Camacho-Zambrano, M., et al. (2021). Evaluating student satisfaction in virtual engineering classes in Latin America. IEEE Access, 9, 133420–133436.
Oliveira, A. W., & Gopaul, C. (2022). Teaching engineering during COVID-19: Lessons from Latin America. International Journal of Engineering Pedagogy, 12(1), 28–45.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the pandemic. Postdigital Science and Education, 2(3), 923–945.
Ruiz-Jaramillo, J., Valverde-Berrocoso, J., & Castañeda, L. (2022). Competencias socioemocionales del docente en entornos híbridos. RIED, 25(1), 45–66.
Sá, M. J., & Serpa, S. (2021). The COVID-19 pandemic as an opportunity to foster the sustainable development of teaching in higher education. Sustainability, 13(23), 13077.
Skulmowski, A., & Rey, G. D. (2020). COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies, 2(3), 212–216.
UNESCO. (2021). Education in a post-COVID world: Nine ideas for public action. International Commission on the Futures of Education, UNESCO.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2023 Miguel Ángel Rodríguez Mireles (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los artículos publicados en la revista se distribuyen bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esta licencia permite a terceros descargar, copiar, distribuir, adaptar y reutilizar una obra, incluso con fines comerciales, siempre que se otorgue el crédito adecuado al autor original.
