How distance learning based on inclusion led to the proposal of a distributed access research strategy (DARS)
File(s)
Published version
OA Location
Author(s)
Cabrera, Martin
Zamudio Garnica, Leidi Yoana
Martínez Farfán, Isabel Cristina
Type
Journal Article
Abstract
This article presents the results from an investigation that used a qualitative perspective of a descriptive type to identify the inclusive educational processes from 707 preschool and primary education schools in Colombia, distributed around 26 territorial units out of a total of 32. To obtain all this information around the country, a data collection strategy was applied, which we named the distributed access research strategy (DARS). All the data was collected by tertiary education students from two programs of the Faculty of Education, Corporación Universitaria Iberoamericana in Colombia. The results revealed that most preschools and primary schools have documented institutional educational plans referencing diversity and inclusion for their students, but they have difficulties in establishing strategies to identify and implement curricular adaptations within their contexts, as well as with the use of tracking instruments. These results generated a reflection for reviewing the syllabus and study plans in the tertiary education programs at this university to better prepare future teachers who will face such scenarios in their locations across the country. Moreover, this new DARS data-collection strategy shows an interesting potential, which is generic enough to enable unlimited research topics to be explored within distance learning contexts.
Date Issued
2019-12-28
Date Acceptance
2019-12-01
Citation
Australasian Journal of Educational Technology, 2019, 35 (6), pp.80-96
ISSN
1449-3098
Publisher
Australasian Society for Computers in Learning in Tertiary Education
Start Page
80
End Page
96
Journal / Book Title
Australasian Journal of Educational Technology
Volume
35
Issue
6
Copyright Statement
© 2019 Martín Fabián Cabrera, Leidi Yoana Zamudio Garnica, Isabel Cristina Martínez Farfán. Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0,
Identifier
https://ajet.org.au/index.php/AJET/article/view/5525
Subjects
1303 Specialist Studies in Education
1302 Curriculum and Pedagogy
0906 Electrical and Electronic Engineering
Education
Publication Status
Published online
Date Publish Online
2019-12-28