It refers to a teaching-learning model that prevents face-to-face education, it occurs quickly and improvised in the face of unforeseen situations of natural disasters, emergencies, crises, which leads to distance methods and forms to guarantee continuity. of education using digital tools. The ERE is considered to be a commitment to a temporary change in the provision of education to a group of students, depending on the emergency context that is being experienced. Also consider solutions through instruction or education that are equivalent to what would normally happen in person. Cabrales (2020) AU64: The in-text citation "Cabrales (2020)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. . Therefore, the ERE is only a temporary response to unusual, exceptional situations and does not replace in-person education.
Published in Chapter:
Transformation in the Classroom: Hybrid Education With the Use of Microcontent
María Elena Zepeda Hurtado (Instituto Politécnico Nacional, Mexico), Claudia Angélica Membrillo Gómez (Instituto Politécnico Nacional, Mexico), and Francisco Javier Arias Candanosa (Instituto Politécnico Nacional, Mexico)
Copyright: © 2024
|Pages: 23
DOI: 10.4018/979-8-3693-0094-7.ch006
Abstract
This chapter is the result of the study of the way in which microcontents were incorporated in the hybrid modality in the first semester (January – June 2023) in the different learning units taught in the areas of institutional, humanistic, scientific, and basic technological training at the upper secondary level of the Instituto Politécnico Nacional. The research has a quantitative approach with a descriptive scope based on a comparative approach. The sample population was made up of 150 students from the second, fourth, and sixth semesters to whom the questionnaire is applied as the data collection instrument. The results indicate that teachers incorporate as main materials videos, texts, diagrams, and drawings; on the part of the students, they state that the incorporation of these favored motivation, concentration, access, and creation of content. The chapter addresses pedagogical implications and makes recommendations for the integration of microcontent in the hybrid modality.