El aprendizaje del estudiante o la experiencia del estudiante: el cambio de la facultad tradicional a la no tradicional en la educación superior


  • Carlos Tasso Eira de Aquino PhD, Associate Professor of Business, Argosy University (Estados Unidos)
  • Pamela Allen DM, Research Affiliate, Center for Workplace Diversity Research-School of Advanced Studies, University of Phoenix (Estados Unidos)
  • Deb Lawton DM, Research Affiliate, Center for Workplace Diversity Research-School of Advanced Studies, University of Phoenix (Estados Unidos)
  • Paul Withey DM, Research Affiliate, Center for Workplace Diversity Research-School of Advanced Studies, University of Phoenix (Estados Unidos)



Palabras clave:

aprendizaje de estudiantes, experiencia de estudiantes, facultad tradicional, facultad no tradicional, aprendizaje de adultos


Las tendencias en educación superior indican que los profesores se están transformando en mediadores, tutores o coaches. La nueva gestión del aula requiere diversos métodos de enseñanza para una población que está en constante cambio. Los estudian­tes no convencionales necesitan de profesores no tradicionales. La educación superior funciona de forma similar a una corpora­ción tradicional, pero compitiendo por los estudiantes, los profe­sores y la financiación para mantener su funcionamiento diario y mejorar en el ranking académico de universidades (Pak, 2013). Este fenómeno en aumento sugiere la necesidad de que la facul­tad transforme su cultura educativa, asegurándose la capacidad de atraer y retener a los estudiantes. Las transiciones del apren­dizaje del estudiante a la experiencia del estudiante y los índices de satisfacción creciente de los alumnos están influyendo en el proceso de facilitación de la clase. La facultad debería estar obli­gada a proporcionar más facilitación, coaching y asesoramiento con los cambios de roles que surgen en la transición de la facul­tad tradicional a la facultad coach y a la facultad mentora. El estu­diante adulto no convencional puede necesitar de más ayuda en el enfoque de la orientación y puede que no sea tan autodirigido como propone la teoría del aprendizaje de adultos. Este tema es importante para las personas que apoyan la creación de nuevos conocimientos relacionados con los modelos de aprendizaje para adultos no tradicionales.


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Cómo citar

Tasso Eira de Aquino, C., Allen, P., Lawton, D., & Withey, P. (2016). El aprendizaje del estudiante o la experiencia del estudiante: el cambio de la facultad tradicional a la no tradicional en la educación superior. Revista Tecnología, Ciencia Y Educación, (5), 87–110. https://doi.org/10.51302/tce.2016.98