The culmination of studies of the Sociocultural Management for Development career: experience at the University of Guantánamo
Keywords:
completion of studies, higher education, study modalities, blended learning, evaluation variantsAbstract
This article focuses the study on the exercise of completion of studies in the Sociocultural Management for Development course in blended learning. This topic of evaluation in the Encounter Course (CPE) and Distance Course (CaD) is of special interest given the characteristics of these study modalities. Its objective is to design specificities for the culmination exercise of the course of study of Sociocultural Management for Development in blended learning. The research used theoretical and empirical methods and techniques (analysis-synthesis, surveys, interviews and observation) to process the results and assess the opinion of the selected specialists. The specificities for the exercise of completion of study of the Sociocultural Management for Development career in blended learning propose evaluation variants recognized in Resolution 47/22, the diploma work, state exam, portfolio or project exams.
Downloads
References
Carlhed, C. (2017). The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications. Scandinavian Journal of Educational Research, 61(5), 503-525. Recuperado de https://doi.org/10.1080/00313831.2016.1172496
Cruz, L. y Matos, E. C. (2017). Culminación de estudios en la educación superior: ¿Un espacio inexplorado? Revista Electrónica Diálogos Educativos, 16(32), 14-40. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=6212460
Cuba. Ministerio de Educación Superior (MES, 2016). Plan de Estudio E carrera Gestión Sociocultural para el Desarrollo. Modelo del profesional. La Habana, Cuba: Autor.
Cuba. Ministerio de Educación Superior (MES, 2022). Resolución No. 47/2022. Reglamento Organizativo del Proceso Docente y de Dirección del Trabajo Docente y Metodológico para las carreras universitarias. La Habana: Autor.
Gómez, M. E., Serrano, R. y Huertas, C. A. (2018). Los trabajos de fin de grado (TFG) como innovación en el EEES. Una propuesta de tarea colaborativa basada en la tutoría piramidal. Educar, 54(2), 369-389. Recuperado de https://doi.org/10.5565/rev/educar.829
Hess, F. M. y Hatalsky, L. E. (Eds.) (2018). Elevating College Completion. American Enterprise Institute and Third Way Institute. Recuperado de https://aei.org/wp-content/upoads/2018/06/Elevanting-Collage-Completion.pdf
Martínez, C. V., Serrano, J. y Torres, G. (2022). El ejercicio profesional como forma de culminación de estudios en la carrera Educación Física. Revista Observatorio de las Ciencias Sociales en Iberoamérica, 3(19), 106-114. Recuperado de https://www.eumed.net/es/revistas/ocsi/ocsi-febrero-22/educacion-fisica
Martínez, M. (Comp.) (2017). Gestión Sociocultural I. Las Villas: Félix Varela.
McLaughlin, J. y Van Eaton, A. (2018). Staying the Course: Six-Year College Enrollment and Completion Experiences of BPS Class of 2011 Graduates. Boston Foundation. Recuperado de https://files.eric.ed.gov/fulltext/ED586086.pdf
Rubin, P. G. y Hearn, J. C. (2018). The Policy Filtering Process: Understanding Distinctive State Responses to the National College Completion Agenda in the United States. Education Policy Analysis Archives, 26(60), 1-28. Recuperado de https://doi.org/10.14507/epaa.26.3447
Valiente, P., Díaz, F. y Pérez, M. C. (2021). Diversificación de las formas de culminación de estudios universitarios de pregrado en países de Iberoamérica. Revista Transformación, 17(1), 78-102.
.png)
.png)
.png)
