Tecnopedagogía: Una alternativa para el aprendizaje activo en nivel posgrado

Abstract

Techno-pedagogy and active learning are two important elements in postgraduate education today, due to their characteristics and potential. Based on this premise, a qualitative research study was conducted to explore students’ perceptions regarding the incorporation of technopedagogical design and active learning strategies in a master’s and a doctoral program at the Academic Unit of Higher Education Teaching of the Autonomous University of Zacatecas. In this regard, strategies and methodologies related to active learning, such as gamification, flipped classroom, project-based learning, and collaborative learning, are analyzed. Likewise, some technopedagogical models that could be incorporated into postgraduate classes are reviewed. The methodology employed was the systematization of experiences, and the study population consisted of 32 students, 17 from the master’s program and 15 from the doctoral program. The results indicate that students are receptive to the strategies, methodologies, and models discussed in the seminars of these programs