3. Producción

Browse

Settings

Language: search.filters.language.EnglishSubject: search.filters.subject.Educación a distancia

Search Results

Now showing 1 - 3 of 3
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Implementation of an FM radio station to facilitate remote education in the district of Cojata
    (Seventh Sense Research Group, 2021-10-01)
    INEI affirms that in 2020 6.7% of the student population of Regular Basic Education (RBE) belonging to rural areas did not access any type of distance education implemented by the Ministerio de Educación (MINEDU) due to social isolation by the National Emergency by the COVID-19. That is why the research work is proposed, which consists of providing coverage with a radio signal in modulated frequency (FM) to the towns that belong to the district of Cojata-Puno and other beneficiaries, to retransmit information related to virtual education denominated "Aprendo en Casa"that is transmitted by web, radio, and television in national channels. In this project, the satellite signal of National Radio of Peru will be used to broadcast the audio programs through the modulated frequency signal, for which studies were first carried out to raise the profile of the project, which consists in obtaining the geographical coordinates and the elevation profile to determine the free space for the propagation of the radio frequency signal and to verify the broad coverage of the signal in the strategic areas, for the location of the places, the different simulations with the support of radio Mobile software, Google Earth and MMANA-GAL, obtaining favorable line-of-sight results with 100% of the first Fresnel zone cleared with respect to the Kantati Ururi community with a reception level of -49.7 dBm which means a high hearing level at the receiver. It is concluded that it is possible to provide a radio signal using FM.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    “Siempre Adistanciados”: Ideology, Equity, and Access in Peruvian Emergency Distance Education for Spanish as a Second Language
    (Equinox Publishing Ltd, 2021-01-01)
    Although the COVID-19 pandemic has profoundly affected K–12 education worldwide, Peru has faced particularly unique challenges. A combination of quarantine requirements and unequal access to remote learning technology led to the creation of a series of multimodal programs by Peru’s Ministry of Education under the umbrella title Aprendo en Casa [I Learn at Home]. Modules for preschool, primary, and secondary grades are broadcast via national television and radio networks, as well as posted on YouTube in an attempt to reach as many learners in the country as possible. In this article, we focus on Aprendo en Casa’s radio broadcasts for Spanish as a second language (SL2). Our data comprise transcribed SL2 radio broadcasts, educational materials, and interviews with primary school teachers. Findings indicate that a lack of access to technology in rural areas, even for radio broadcasts, is inscribed in historical inequities and ideologies regarding the rural population, exacerbating the so-called “digital divide” and complicating the traditionally dichotomous perspective on this divide. We highlight student and parent difficulties with access and technological know-how, as well as some of the creative ways that teachers provided access to the curriculum for students and family members, often at risk to their own health and finances. We conclude with suggestions for improving research and practice in emergency distance language education for marginalized populations.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Friends or foes: decoding opm partnerships in higher education through text mining
    (Palgrave Macmillan, 2025)
    This study examines how Online Program Management (OPM) firms articulate their strategic identities through mission statements, assessing the extent to which these communicated values align with those of higher education institutions (HEIs). Drawing on a corpus of 106 OPM mission statements from 15 countries, we apply Latent Dirichlet Allocation (LDA) to identify dominant themes and recurrent patterns. The analysis reveals five thematic clusters: educational transformation, learner empowerment, online learning platforms, specialized professional education, and accessible global education. While these themes frequently reference values associated with HEIs they omit critical operational details related to costs, governance, and quality assurance. Such omissions suggest a performative alignment, in which OPMs adopt the rhetoric of academic values without fully committing to them in practice. The findings highlight potential tensions between aspirational narratives and contractual realities, offering guidance for HEI leaders to conduct rigorous due diligence, ensure contractual safeguards, and align partnerships with institutional Missions.
      1