Libros y Capítulos de libros

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http://repositorio.unasa.edu.sv/handle/123456789/132
Aquí se alberga la producción bibliográfica institucional en formato de libro y capítulo de libro. Su finalidad es recopilar, preservar y difundir en acceso abierto dicha producción.

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Examinando Libros y Capítulos de libros por Materia "Educación semipresencial"

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    Ítem
    El pensamiento crítico en la semipresencialidad: una mirada desde el docente
    (Red Académica Internacional de Investigación (RIIA), 2025) Raúl Tobar, Natalia Orantes, Reina Castillo
    There are biological activities that require neither instruction nor training—such as breathing and eating; however, thinking does require training and control regarding both the object of our thought and the very process by which we focus on that object rather than anything else. Thinking is a uniquely human action that allows one to move from reality itself into the realm of imagination; critical thinking, meanwhile, entails analyzing information through logical, objective, and analytical processes. Education systems at various levels have implemented policies and strategies aimed at a common goal: improving educational processes through teaching and learning. These efforts employ methodologies rooted in critical, analytical, and socio-constructivist approaches to facilitate learning, unlearning, and relearning. The COVID-19 pandemic marked a critical transition point in education, separating the era of in-person instruction—characterized by physical infrastructure and curricula tailored to a specific model—from what followed. Teachers accustomed to the traditional classroom setting had to make the leap to virtual instruction, a shift fraught with challenges such as connectivity issues, inadequate electronic equipment, and unfamiliar software, alongside a lack of familiarity with the specific methods, techniques, and strategies required for virtual learning. The hybrid (or blended) education model emerged in response to the need to improve educational access and quality in the face of geographical disparities. According to the Ministry of Education, Science, and Technology of El Salvador (MINEDUCYT, 2021): “Hybrid education is proposed as an alternative to serve populations that, for various reasons, cannot access formal education in the traditional manner” (p. 4). Along these same lines, Martínez and López (2022) state that: “the hybrid model has proven effective in serving disadvantaged contexts, significantly improving academic performance” (p. 67). Therefore, this research focused on determining whether the hybrid model used by private universities in western El Salvador fosters critical thinking among students—drawing on the perspectives of the teaching staff working under this modality—by identifying the learning activities they employ and the relationship between the methodologies used to develop critical thinking.