Co-author: José A. Medina-Talavera, EdD Adjunct Professor
Instructional Technology & Distance Education
Universidad Internacional Iberoamericana (UNINI/FUNIBER)
Doctor of education, major in Instructional Technology and Distance Education from NOVA Southeastern University. Director of doctoral research at Universidad Internacional Iberoamericana (FUNIBER/UNINI). Principal Professor for main courses: Computer Tools for Project Management and Project Evaluation for the Master’s Program in Design, Management and Direction of Projects from the Universidad Internacional Iberoamericana (UNINI/FUNIBER). Member of the Advisor’s Committee for Curriculum Review of the Universidad International Iberoamericana (UNINI/FUNIBER). Adjunct Professor of ‘Educational Technology’ at Broward International University. Instructional Designer and Facilitator of the courses: Virtual Education and Technology and Curriculum Design for Virtual Education of the Master’s Program in Virtual Education at Broward International University.
Contact information:
José A. Medina-Talavera, EdD
Adjunct Professor
Instructional Technology & Distance Education
Universidad Internacional Iberoamericana (UNINI/FUNIBER)
Address: Ave. José A. Cedeño, # 521, Arecibo, PR 00612
Email: Jose.medina@unini.org
Author: Prof. Carolina Schmeisser
Professor, Don Bosco Technical Institute, Rosemead, CA and
Doctoral Candidate, Universidad Internacional Iberoamericana (UNINI), Mexico
Carolina Schmeisser, born in Chile has been living in Los Angeles, California since 1993. In 2009 I finished her Bachelor Degree in Spanish from California State University, Los Angeles. In 2010, completed a Master Degree in Spanish Literature from CSU.
Schmeisser has twelve years of experience teaching as a Spanish teacher at Don Bosco Technical Institute, Rosemead, California. As Spanish Club leader and National Hispanic Honor Society Chair person, she has been in charge of different activities: All Nation Day (Flag Day), induction ceremonies, and others. As a life-long learner, her passion for education has motivated her to pursue higher education, as I she is currently in the last year of a Ph.D program in Education, at the Universidad Internacional Iberoamericana (UNINI), Mexico. Her research led to study technology in the classroom and explore new teaching methodology. As an educator, she’s passionate about teaching others the importance of tolerance, respect, and courage, and Spanish Literature is a great way to bring people together to learn.
Contact information:
Prof. Carolina Schmeisser
Universidad Internacional Iberoamericana UNINI, Mexico
Cel. Phone: (213) 321-2634
Email: carolinaschmeisser2014@gmail.com
Author: Dr. Carmen Irene Díaz
Assistant Professor
School of Nursing Celia Guzman
Medical Sciences Campus, University of Puerto Rico
Dr. Carmen Irene Díaz is an Assistant Professor of Nursing at University of Puerto Rico, Medical Sciences Campus. She hold a Master Degree in Nursing from RCM, UPR and a Doctorate on Education from Nova Southeastern University in Florida. Her specialty areas are Family and Community Nursing, Mental Health and Psychiatric Nursing, Instructional Technology and Distance Education. Actually she’s the Undergraduate Nursing Program Director at RCM, UPR.
Contact information:
Dr. Carmen Irene Díaz
Assistant Professor, Undergraduate Nursing Program Director
School of Nursing, RCM, UPR
Phone: (787) 758-2525 ext. 1093, 1095
Email: carmen.diaz7@upr.edu
Author: Dr. Marcos Torres
Full professor
Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.
Contact information:
Dr. Marcos Torres
Full professor, Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Email: mtorres@ponce.inter.edu Phone: (787) 284-1912 X-2049
Fax: (787) 841-0103
Author: Prof. Minerva Santos
Associate Professor
Hostos Community College of the City University of New York (CUNY)
Minerva Santos is currently an Associate Professor at Eugenio María de Hostos Community College of the City University of New York. She has over thirty-five years of teaching experience in the field of English as a Second Language. She also taught in the Rio Piedras Campus of the University of Puerto Rico and was a Visiting Professor at Mahidol University in Thailand, where she also provided training for English teachers. She has published articles on a variety of topics including teaching grammar, course assessment, peer observation and theory, and the use of poetry in the English language classroom.
Contact information:
Prof. Minerva Santos
Associate Professor
Hostos Community College of the City University of New York (CUNY)
Email: msantos@hostos.cuny.edu
Article 1: An Outline Tutorial in Support of English Language Learners
Author: Prof. Minerva Santos
Associate Professor
Hostos Community College of the City University of New York (CUNY)
Minerva Santos is currently an Associate Professor at Eugenio María de Hostos Community College of the City University of New York. She has over thirty-five years of teaching experience in the field of English as a Second Language. She also taught in the Rio Piedras Campus of the University of Puerto Rico and was a Visiting Professor at Mahidol University in Thailand, where she also provided training for English teachers. She has published articles on a variety of topics including teaching grammar, course assessment, peer observation and theory, and the use of poetry in the English language classroom.
Contact information:
Prof. Minerva Santos
Associate Professor
Hostos Community College of the City University of New York (CUNY)
Email: msantos@hostos.cuny.edu
Article 2: Características, preferencias e intereses de los estudiantes a distancia
Author: Dr. Marcos Torres
Full professor
Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. During the Summer of 2015 completed the ELearning Expert Certificate from FATLA.
Contact information:
Dr. Marcos Torres
Full professor, Distance Education Department
Inter-American University of Puerto Rico-Ponce Campus
Email: mtorres@ponce.inter.edu Phone: (787) 284-1912 X-2049
Fax: (787) 841-0103
Article 3: Desarrollo de competencias profesionales sobre simulación virtual en el profesorado de enfermería
Author: Dr. Carmen Irene Díaz
Assistant Professor
School of Nursing Celia Guzman
Medical Sciences Campus, University of Puerto Rico
Dr. Carmen Irene Díaz is an Assistant Professor of Nursing at University of Puerto Rico, Medical Sciences Campus. She hold a Master Degree in Nursing from RCM, UPR and a Doctorate on Education from Nova Southeastern University in Florida. Her specialty areas are Family and Community Nursing, Mental Health and Psychiatric Nursing, Instructional Technology and Distance Education. Actually she’s the Undergraduate Nursing Program Director at RCM, UPR.
Contact information:
Dr. Carmen Irene Díaz
Assistant Professor, Undergraduate Nursing Program Director
School of Nursing, RCM, UPR
Phone: (787) 758-2525 ext. 1093, 1095
Email: carmen.diaz7@upr.edu
Article 4: Efecto del aula invertida como estrategia didáctica en el rendimiento académico
Author: Prof. Carolina Schmeisser
Professor, Don Bosco Technical Institute, Rosemead, CA and
Doctoral Candidate, Universidad Internacional Iberoamericana (UNINI), Mexico
Carolina Schmeisser, born in Chile has been living in Los Angeles, California since 1993. In 2009 I finished her Bachelor Degree in Spanish from California State University, Los Angeles. In 2010, completed a Master Degree in Spanish Literature from CSU.
Schmeisser has twelve years of experience teaching as a Spanish teacher at Don Bosco Technical Institute, Rosemead, California. As Spanish Club leader and National Hispanic Honor Society Chair person, she has been in charge of different activities: All Nation Day (Flag Day), induction ceremonies, and others. As a life-long learner, her passion for education has motivated her to pursue higher education, as I she is currently in the last year of a Ph.D program in Education, at the Universidad Internacional Iberoamericana (UNINI), Mexico. Her research led to study technology in the classroom and explore new teaching methodology. As an educator, she’s passionate about teaching others the importance of tolerance, respect, and courage, and Spanish Literature is a great way to bring people together to learn.
Contact information:
Prof. Carolina Schmeisser
Universidad Internacional Iberoamericana UNINI, Mexico
Cel. Phone: (213) 321-2634
Email: carolinaschmeisser2014@gmail.com
Co- author: José A. Medina-Talavera, EdD Adjunct Professor
Instructional Technology & Distance Education
Universidad Internacional Iberoamericana (UNINI/FUNIBER)
Doctor of education, major in Instructional Technology and Distance Education from NOVA Southeastern University. Director of doctoral research at Universidad Internacional Iberoamericana (FUNIBER/UNINI). Principal Professor for main courses: Computer Tools for Project Management and Project Evaluation for the Master’s Program in Design, Management and Direction of Projects from the Universidad Internacional Iberoamericana (UNINI/FUNIBER). Member of the Advisor’s Committee for Curriculum Review of the Universidad International Iberoamericana (UNINI/FUNIBER). Adjunct Professor of ‘Educational Technology’ at Broward International University. Instructional Designer and Facilitator of the courses: Virtual Education and Technology and Curriculum Design for Virtual Education of the Master’s Program in Virtual Education at Broward International University.
Contact information:
José A. Medina-Talavera, EdD
Adjunct Professor
Instructional Technology & Distance Education
Universidad Internacional Iberoamericana (UNINI/FUNIBER)
Address: Ave. José A. Cedeño, # 521, Arecibo, PR 00612
Email: Jose.medina@unini.org
Article 5: Flourishing in a New Country
Author: Dr. Nelson Reynoso
Associate Professor, Departments of Social Sciences, Psychology Division
Bronx Community College of the City University of New York (CUNY)
Dr. Reynoso has worked at Bronx Community College of the City University of New York since 1996. During his tenure at Bronx Community College, he has served as Director of Counseling and as an Associate Professor in the General Counseling Department. Dr. Reynoso has experience teaching freshman seminars in the learning community program at Bronx Community College. Dr. Reynoso currently teaches a freshman seminar entitled, “Positive Psychology: Fostering Resiliency and Academic Achievement among College Students.” Dr. Reynoso has extensive knowledge of Latino studies, research and teaching. He has infused Latino culture in his courses.
Dr. Reynoso developed and taught an experimental psychology course entitled, “Latino Psychology” at the City College of the City University of New York. Students found the course extremely beneficial. As a founding member of the Dominican Studies Institute at the City College, he has conducted research on the Dominican Diaspora. Dr. Reynoso recently deposited in the Dominican Studies Archives a collection of oral history interviews documenting the immigration experience of Dominican immigrants. He has published numerous articles on the immigration and resiliency of Dominicans in higher education. He has presented his research findings at numerous conferences both locally and internationally.
Contact information:
Dr. Nelson A. Reynoso
Bronx Community College of the City University of New York
2155 University Avenue, Bronx, New York 10453
Email: Nelson.reynoso@bcc.cuny.edu
Tel. 718-289-5247
Article 6: Online Learning for Higher Education Enhancing Access, Student Experiences, and Course Outcomes
Author: Dr. Monica Sikand
Assistant Professor
Department of Engineering, Physics and Technology
Bronx Community College of the City University of New York (CUNY)
Monika Sikand is an atmospheric scientist and Assistant Professor in the department of Engineering, Physics and Technology at Bronx Community College (BCC-CUNY). Dr Sikand has published research in Radiative Transfer involving in situ radiometric and mixed phase cloud measurements collected in a unique study in Arctic. Her research interests includes use of remote sensing to study radiative transfer in atmosphere, oceans and coupled systems that could be helpful in understanding the radiation budget of earth and climate change. In May 2018, Dr Sikand will join an international network of scientists and expertise including the University of Colorado, the University of Tokyo (UoT), and the University of California San Diego Scripps Institute (Scripps), SPEC Inc. (SPEC), University of Bergen (UoB), the Norwegian Polar Institute (NPI), Geminali AS (Geminali), Stevens Institute of Technology (SIT) that will deploy an unprecedented suite of instrumentation for the collection of in situ and remote data on mixed phase clouds in the Arctic. Dr Sikand is, currently, co-teaching an interdisciplinary research based course (PHY 100, CHEM 100, BIO 100) in Sustainability, Energy and Green Economy with faculty from Biology and Chemistry in Bronx Community College, CUNY. This interdisciplinary teaching model teach students research based approach to understand the relationships of humans to their environment and facts of climate change, the connections between consumption and quality of life, how the principles of sustainability are building green economy and how to build a successful career with it.
Sikand et al., Estimation of mixed-phase cloud optical depth and position using in-situ radiation and cloud microphysical measurements obtained from a Tethered Balloon Platform., Journal of Atmospheric Sciences. J. Atmos. Sci., 70 (2013), 317–329.
Sikand et al., Optical Properties of Mixed Phase Boundary Layer Clouds Observed from a Tethered Balloon Platform in the Arctic, J. Quant. Spectrosc. Radiative Transfer, 111(2010) 1921-1930.
Contact information:
Dr. Monika Sikand
Assistant Professor, Department of Engineering, Physics and Technology
2155 University Avenue, Bronx Community College, City University of New York
Bronx, New York 10453-2804 www.bcc.cuny.edu P: 718-289-5388
Article 7: Promoting Academic Success through Resilience and Hardiness
Author: Jody Resko, Ph.D. Clinical Associate Professor
Ferkauf Graduate School of Psychology &
Adjunct Assistant Professor
Queensborough Community College of the City University of New York (CUNY)
Jody Resko, Ph.D. is a Clinical Associate Professor at Ferkauf Graduate School of Psychology in the Mental Health Counseling Program. She is also an Adjunct Assistant Professor at Queensborough Community College / CUNY.
Dr. Resko has a degree in Educational Psychology from the Graduate School and University Center/CUNY. She has studied trauma and PTSD in children and adolescents. Her work in this area has inspired her to study how individuals cope with trauma, focusing on resilient attitudes and hardiness. She is currently working on a research study to identify resilient attitudes among students.
Contact Information:
Jody Resko, Ph.D.
Clinical Associate Professor,
Ferkauf Graduate School of Psychology &
Adjunct Assistant Professor
Queensborough Community College of the City University of New York (CUNY)
Email: jreskophd@gmail.com
Institution: Eugenio María de Hostos Community College of the City University of New York (CUNY)
An Online Tutorial in Support of English Language Learners
Abstract
This paper describes the design and implications of a content-based, interactive, online tutorial aimed at supporting English language learners (ELL) who are navigating both improving their language skills in an English as a Second Language (ESL) program and gaining content knowledge in an introductory discipline-specific course. It describes the tutorial and demonstrates how it is supported by language learning best practices; it also discusses the limitations of the tutorial and provides suggestions for the improvement of its framework and usage.
Keywords: Online Tutorial, English Language Learners, Content-based Instruction, Higher Education
Inter-American University of Puerto Rico-Ponce Campus
Características, preferencias e intereses de los estudiantes a distancia: Años 2013-2016
Resumen
Este artículo resume las características demográficas, preferencias de estudio, los aspectos positivos y negativos de estudiar, de los estudiantes totalmente a distancia del Recinto de Ponce de la Universidad Interamericana de Puerto Rico (UIPR). Este resumen compara las respuestas de estudiantes a distancia de esta unidad del sistema UIPR desde el estudio de otoño 2013 hasta el otoño de 2016. Los hallazgos revelan que los estudiantes totalmente a distancia son estudiantes adultos que en su mayoría son del género femenino, que poseen experiencia universitaria previa, además de que estudian a tiempo completo un grado universitario, principalmente en el campo de la Administración de Empresas. Asimismo, se mantiene la tendencia de que entre un 6-8% de los estudiantes a distancia son de origen latinoamericano. En estos cuatro años, no se observan diferencias importantes en las razones y motivaciones que estos estudiantes tuvieron para realizar estudios universitarios a distancia, así como los aspectos positivos o negativos de estudiar por esta modalidad o en el uso de las redes sociales, entre otros.
Palabras clave: Perfil de estudiantes a distancia, estudiantes totalmente en línea, estudios a distancia, online students profile, aspectos positivos y negativos de estudiar a distancia
Medical Sciences Campus, University of Puerto Rico
Desarrollo de Competencias Profesionales Sobre Simulación Virtual en el
Profesorado de Enfermería
Resumen: Para que el uso de la simulación virtual sea efectivo y alcanzar los objetivos de aprendizaje los docentes requieren conocimientos y destrezas en tecnología. El marco teórico de novicio a experto de Patricia Benner puede ser utilizado para adiestrar a los docentes porque comienzan en la categoría de novicios cuando aprenden como enseñar usando la simulación. A través de la aplicación de un estudio de investigación de diseño mixto transformativo concurrente (DISTRAC), se pretende conocer las competencias tecnológicas de los docentes de enfermería de una universidad en Puerto Rico y como desean ser adiestrados. El análisis de los datos y los resultados muestran las competencias requeridas por el docente y cuáles son sus preferencias en los estilos de aprendizaje. Los resultados presentan como la Escala de Benner ayuda en la clasificación según sus competencias y permite visualizar como aumenta en clasificación según va desarrollando las destrezas de la competencia
Palabras claves: desarrollo profesional, competencia profesional, enseñanza, aprendizaje, ambientes de aprendizaje, simulación virtual, enseñanza en enfermería, online
Efecto del Aula Invertida como Estrategia Didáctica en el Rendimiento Académico
Abstracto
En los últimos años, con el avance tecnológico, se han experimentado cambios trascendentales en la educación, donde el docente poco a poco ha ido adaptándose a nuevos desafíos de enseñanza, con ello ha tenido que aprender a implementar nuevas técnicas de enseñanza-aprendizaje tecnológicas como el uso de PowerPoint, videos, proyectores, programas computacionales, entre otros. Sin embargo, estos elementos no han sido suficientes para evitar la falta de motivación y el déficit de atención en los estudiantes, lo cual representa una gran preocupación entre los docentes de hoy en día.
El objetivo de esta investigación ha sido evaluar y analizar la significancia e impacto en el rendimiento académico por medio de la nueva implementación de metodología didáctica llamada Aula invertida en las asignaturas de español, inglés y matemáticas dirigidas en un colegio de enseñanza superior en Los Ángeles, California.
De acuerdo a los resultados, el estudio fue orientado principalmente a conocimientos de recursos virtuales de aprendizaje y a los nuevos mecanismos de las tecnologías de la Información y Comunicación (TIC). La medición de los resultados fueron diseñados por medio del sistema de análisis estadístico de t de student y alpha de Cronbach para una mayor fiabilidad.
Associate Professor, Departments of Social Sciences, Psychology Division
Institution: Bronx Community College of the City University of New York (CUNY)
Flourishing in a New Country: Resiliency among Dominican English Language Learners at Bronx Community College
The present research studies two Dominican English language learners going to Bronx Community College utilizing internal and environmental advantages to overcome language, immigration, academic, and personal challenges. Through the methodology of oral history, the anecdotes of two Dominican Republic residents who are English language learners were documented and examined. The results show the participants’ experience of the following challenges: separation from family, issues while learning English, and financial challenges. Despite the overwhelming number of barriers experienced by the participants, they graduated from Bronx Community College and faced setbacks by using the following resiliency strategies: psychological strength to effectively deal with the challenges, seeking support from family and friends, establishing understanding relationships with the faculty and staff, and working on a bi-cultural ethnic identity.
2155 University Avenue, Bronx Community College, City University of New York
Bronx, New York 10453-2804
Online Learning for Higher Education to Enhance Access, Student Experiences, and Course Outcomes
Abstract
This paper presents a pedagogical approach and assessment of student performance in a Stellar Astronomy course taught in an online class section and a traditional class section at the Bronx Community College of the City University of New York. The two-year Associate in Arts and Sciences degree program at Bronx Community College offers an astronomy course to fulfill the core science course requirement. The use of an online learning environment in Astronomy for the core science course requirement offers many advantages for students, especially for working students, to enhance their science learning experience. The use of smart technology for a quicker assessment of students’ performances in promptly graded weekly submissions and access to technology-rich Smartwork Astro tours, Astro dictionary, and Nebraska simulations overcomes the various pedagogical challenges of face-to-face classroom settings. Access to online learning allows more students to be reached within a limited time as well as the maintenance of detailed records of student interactions, weekly submissions, and the comprehensive assessment of student performance. Online learning access for a core science course requirement in undergraduate education mitigates barriers to higher education, encourages student-centered learning, and advances teaching in the digital age of the 21st century.
Clinical Associate Professor, Ferkauf Graduate School of Psychology
& Adjunct Assistant Professor
Institution: Queensborough Community College of the City University of New York (CUNY)
Promoting Academic Success through Resilience and Hardiness
There is no doubt that life itself is ever-changing. In fact, we are changing from the minute we are conceived. Some of this is part of our natural maturation process – or the unfolding of developmental changes across our lifespan. Life events and situations can also force us to change and, at times, can be stressful. Researchers have identified characteristics related to our personality that indicate how well we adapt – or don’t – to these changes. Studies on resiliency and hardiness (Bonnano, 2004; Maddi, 2002) have shown that those individuals high in resilience or hardiness are better equipped to handle this stress. Furthermore, some individuals have been shown to thrive under stressful circumstances.
College life includes academic, financial, and social demands which can place excessive stress on students. Some students may lack the coping or problem solving skills necessary to meet these new demands. Students who have a hard time coping may be at risk for academic failure and drop-out. According to Fentress & Collopy (2011), one contributing factor can be a low academic self-efficacy (i.e., their perceptions of their own academic ability). They found that higher dropout rates of first generation college students may be linked to low academic self-efficacy, whereas high self-efficacy may be linked to high retention and resiliency. Maddi (2002) also found that academic success was related to a construct he called hardiness.
Institution: The University of Texas Rio Grande Valley
Denise A. Longoria, Ph. D., LCSW, is an Assistant Professor of Social Work at The University of Texas Rio Grande Valley
John M. Gonzalez, Ph. D., LMSW, is an Associate Professor and MSSW Program Director of the Social Work Department at The University of Texas Rio Grande Valley.
Abstract
As we approach the end of the second decade of the new millennium, the United States continues to see significant growth of the Hispanic population. It is expected that one in every six people will be Hispanic by the close of the second decade, and that by 2060, the population will increase to approximately 128.8 million, or 31% (U.S. Census Bureau, 2012). Along the South Texas-Mexico border, the Hispanic population ranges from approximately 80-95%, and many of these areas are poverty stricken and greatly underserved. Consequently, social workers are in great demand to help meet the multiple and diverse needs of those living in these areas. As a result of the collaboration between a Texas university and a community college, students have been able to obtain a social work degree via distance education.
The Need for Social Workers Along the South Texas-Mexico Border: Meeting the Need Through Distance Education
Introduction
As we approach the end of the second decade of the new millennium, the United States continues to see significant growth of the Hispanic population. It is expected that one in every six people will be Hispanic by the close of the second decade, and that by 2060, the population will increase to approximately 128.8 million or 31% (U.S. Census Bureau, 2012). Consequently, Hispanics will play an increasingly important role in U.S. society and all aspects related to it, such as the economy, education, health, mental health and the future as a whole.
Autora: Dr. Sonia Maldonado Torres
Assistant Professor
Institución: Hostos Community College, CUNY
Abstracto
El propósito del estudio fue explorar la relación entre la edad, ingreso de acuerdo al código postal, género, concentración, raza y status ESL con las calificaciones obtenidas en los cursos de educación en línea, modalidad asincrónica de un grupo de estudiantes que asiste a un colegio comunitario en la ciudad de Nueva York. Para obtener los resultados del estudio, se utilizaron datos proporcionados por la Oficina de Investigación Institucional y Avaluación Estudiantil (Office of Institutional Research and Student Assessment) del Colegio. Para el estudio se analizaron datos de 557 estudiantes que completaron 954 cursos de educación en línea, modalidad asincrónica durante cuatro semestres consecutivos. En el estudio se encontró una correlación entre la edad de los participantes y las calificaciones obtenidas en los cursos de educación asincrónicas (r = .01). Además se estableció una diferencia significativa entre la concentración de los participantes (todas las concentraciones (M = 3.77, DS = 1.7); educación (M = 3.55, DS = 3.91) (t = 2.2, p = 0.03) con respecto a las calificaciones obtenidas en los cursos de educación en línea, modalidad asincrónica. Los hallazgos de este estudio serán utilizados como punto de partida para realizar una investigación más detallada sobre las relaciones que existen entre el estatus socioeconómico de los estudiantes matriculados en un Colegio Comunitario localizado en la ciudad de Nueva York y su desempeño académico en los cursos a distancia.
Relación Entre las Características Socioeconómicas de los Estudiantes de un Colegio Comunitario en la Ciudad de Nueva York con las Calificaciones Obtenidas en Cursos de Educación en Línea Modalidad Asincrónica.
Introducción
Investigadores en el campo de la educación superior han indicado que los programas académicos de educación a distancia son una alternativa educativa eficaz y económica para completar un título universitario (Johnson, 2009; Kim, Welch, Nam & Seungwan, 2016; Shonfeld & Ronen, 2015). Estos mismos investigadores también concluyeron que estos cursos son de gran beneficio para los estudiantes que desean asistir a una universidad en particular pero no pueden hacerlo debido a la distancia o a su limitación con el tiempo. Estudiar a distancia implica que los estudiantes tendrán la oportunidad de educarse empleando la tecnología en cursos que pueden estar diseñados sincrónica o asincrónicamente (Kumi Yeboah & Smith, 2016). Es decir que los entornos de enseñanza que se utilizarán para impartir las lecciones a distancia se establecerán virtualmente (Birch & Volkov, 2007).
Co-author: José A. Medina-Talavera, EdD
Author: Dr. Nelson Reynoso
