Relevance, Need, and Opportunity: The Experience of the Market Study for the Online Bachelor's Degree in Economics at the UCOL

Relevance, Need, and Opportunity: The Experience of the Market Study for the Online Bachelor's Degree in Economics at the UCOL

José Manuel de la Mora Cuevas (University of Colima, Mexico), José Manuel Orozco Plascencia (University of Colima, Mexico), Jonás Larios Deniz (University of Colima, Mexico), Norma Angélica Verduzco Ceballos (University of Colima, Mexico) and Claudia Alejandra Velázquez García (University of Colima, Mexico)
DOI: 10.4018/978-1-5225-6307-5.ch021
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This chapter shows the results of the market study developed at the request of the Faculty of Economics of the University of Colima, interested in participating in the online education environment, to know the demand that would have a Bachelor's degree in economics, under this modality. To carry out the analysis, there was the participation of 425 people who voluntarily answered a multiple-choice survey in person. Based on their answers, the aim is to identify, as mentioned above, the demand that a new distance education offer (online) would have for the economy area. Additionally, the chapter offers a review of the Mexican public policy in which these types of initiatives are framed; reflections on the environment and trends of development of online education and didactic-pedagogical trends in the area. This case study can be useful for researchers in the educational area who wish to know about online initiatives in countries with developing economies.
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Theoretical Framework

The socio-digital and sociotechnological context of the twenty-first century favors that the teaching function is increasingly shaped towards the design and conduct of complex educational and communicational processes mediated by a great diversity of digital and real resources. This new teaching profile requires the appropriation of new complex thinking skills, the understanding of learning processes, the development of skills and knowledge about information and communication technologies and the mastery of management processes and strategies, of knowledge and learning management.

The presence of technologies is no longer a novelty, but a reality. The teaching-learning contexts have changed with their single appearance in the classroom. However, will the processes and ways of doing of the people involved have also changed? The object is not the means or technology, but the evaluation and reflection of the instructional design put into practice, and therefore the use of technological resources for the generation of knowledge.

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