Quality assurance requires not only a technical but ethical and philosophical reflection. These principles make the different countries standards not the same according to each particular reality. This document aims at identifying the characteristics of the educational quality assurance processes. The systematic mapping method was used. There were considered 154 articles published from 2016 to 2020 in Scopus and Web of Science(WoS) data bases. Inclusion, exclusion, and quality criteria were applied to obtain the most relevant information. The results show the descriptive characteristics of the quality assurance processes as well as the main methodological approaches used, the areas of influence, the application contexts, and the topics addressed.

This study systematically reviewed processes and educational programs for self-management of health and diseases that are the subject of public health attention. This systematic review of the literature (SRL) is relevant to recognizing the characteristics of the educational processes in self-managing chronic diseases in contexts where technology did not play a significant role. Following the PRISMA protocol, the authors independently reviewed full-text articles from several databases using the following criteria: (1) intervention studies evaluating the effects of self-management health programs; (2) educational process of disease self-management; (3) studies that included at least one control group, and (4) peer-reviewed studies. In addition, the Scottish Intercollegiate Guideline Network measurement tool was used to assess the risk of bias in each trial. In the final sample, 38 articles were included. The findings regarding health education methods of self-care, using community-based care and technological tools, are considered fundamental. Among the conclusions, the relevance of the pedagogy that health education processes demand improvement in post-pandemic program effectiveness stands out.

El desarrollo del Pensamiento Computacional (PC) en la formación escolar es considerado indispensable para habilitar a los estudiantes en la resolución de problemas complejos mediante el despliegue de habilidades como la identificación de patrones y el diseño de algoritmos. En este artículo se describe la evaluación de una experiencia de aprendizaje de los componentes del PC desde el enfoque del razonamiento complejo (R4C) utilizando una aplicación de realidad virtual basada en web (WebVR) llamada Virtual Campus. El método fue intrínseco de caso único con diseño de estudio secuencial basado en métodos cuantitativos. Se aplicaron dos instrumentos a 176 estudiantes de nivel medio superior, el primero para medir la aceptación del entorno virtual y el segundo para valorar el desarrollo del razonamiento complejo. Los resultados indican que la aprobación del entorno y de sus herramientas fue muy satisfactorio, asimismo, vivir la experiencia de aprendizaje favoreció el logro de las competencias de pensamiento científico y crítico. Por lo anterior, se puede afirmar que la convergencia PC-R4C-WebVR permite generar dinámicas de aprendizaje innovadoras, alineadas con las demandas de una educación en constante cambio y que contribuyen en la mejora de prácticas para la resolución problemas.

Este artigo apresenta os resultados de uma investigação realizada em uma Instituição de Ensino Superior (IES) privada na cidade de Monterrey, no México, no contexto da pandemia COVID-19 durante o primeiro semestre letivo de 2020. O objetivo deste estudo é compreender o processo de continuidade acadêmica na modalidade de aulas online e sua relação com o desenvolvimento das competências digitais dos professores. Seguiu-se uma abordagem qualitativa e interpretativa da pesquisa baseada em um estudo de caso, utilizando como principais técnicas e métodos de coleta de dados a entrevista semiestruturada, a observação não participante e o grupo focal. Os resultados revelaram que a adaptação da mudança inesperada no formato das aulas online favoreceu o desenvolvimento de habilidades digitais em professores por meio de um processo emergente de autoformação que contribuiu para o cumprimento dos critérios de garantia de qualidade educacional no contexto de crise sanitária.

Las instituciones de educación superior han construido modelos de formación y evaluación por competencias con el interés de ajustarse a múltiples exigencias normativas, del mercado laboral, de tendencias educativas de los programas que ofertan y de necesidades sociales y estudiantiles. Por lo tanto, este artículo se suma al debate sobre mecanismos para el aseguramiento de la calidad de la educación superior, especialmente sobre estrategias de creación colectiva que involucren a docentes universitarios en la construcción de conocimiento para la integración de resultados de aprendizaje (RA) en los procesos de formación y evaluación por competencias. El enfoque de investigación es cualitativo y se siguió una metodología de investigación acción, en la cual se trabajaron las técnicas de investigación, observación y taller pedagógico con docentes de programas profesionales en salud. Los hallazgos permitieron proponer un sistema de evaluación que vincula los RA con la formación por competencias en programas de pregrado e identificar necesidades de monitoreo en los sistemas de evaluación para determinar el nivel de dominio de los RA en diferentes periodos del proceso académico de los estudiantes.

The transformation of education through emerging technologies has been an imperative due to the pandemic of COVID-19, which has forced higher education institutions to propose strategies to provide better experiences for their students. The objective of this research was to identify the challenges and opportunities of using WebVR tools for the development of academic activities, with the intention of interpreting how these technological tools are combined with educational practices among teachers and students. The context was placed in an activity of a graduate level course in online format, in a private higher education institution in Mexico. A qualitative study was conducted with a case study design to account for the perception of the participants regarding the value of the user experience, the analysis of the integrated tools and the contribution of this WebVR tool to the development of competencies in educational practice. The results show that if the technical requirements and a basic level of appropriation of digital competencies are met, including this type of emerging technology will bring benefits to the educational practice, such as the development of transversal and disciplinary competencies, improvement of interaction and socialization of participants, as well as motivation by incorporating playful elements.