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Distance Learning in Postgraduate Education for Mining and Energy Business Managers in the Cuban Context

Received: 19 February 2021     Accepted: 4 March 2021     Published: 8 January 2022
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Abstract

Postgraduate education is based on the student being an adult with a certain professional motivation, responsible and capable of making decisions, who assigns a value to what he studies and tries to apply in a pertinent way to his social environment, where the success of his study is based on self-management of learning and the development of the capacity for autonomy. Distance learning is conceived today as a response of contemporary society to the growing social demands of education, as well as the conceptions around the objectives and scope of the educational phenomenon, as the scenarios in which this takes place in the called the information age. In Cuba, distance education is part of the educational strategy; it has been an effective response to carry out higher level studies. All knowledge is influenced by the conditions of the environment where it is created and developed. In the online environment, this complexity grows as learning and knowledge building are mediated differently. As online professors build relationships between students and engage in unconventional but authentic instruction, they must be aware of the ways context as a deeply informative part of understanding educational outcomes. This paper offers the Cuban experiences in mining and energy sector using distance learning for postgraduate education of enterprise managers.

Published in International Journal of Vocational Education and Training Research (Volume 8, Issue 1)
DOI 10.11648/j.ijvetr.20220801.11
Page(s) 1-5
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Distance, Learning, Postgraduate Education, Enterprise Managers

References
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[2] Reglamento de Posgrado de la República de Cuba. (2019). Ministerio de Educación Superior. Resolución 140, Cuba.
[3] Normas y procedimiento de la Gestión de Posgrado. (2020). Ministerio de Educación Superior. Instrucción 1, Cuba.
[4] Vidal M., Llanusa S., Diego F., & Vialart M. N. (2008). BTD Entornos virtuales de enseñanza aprendizaje. Edu Med Super. La Habana, vol. 22 n. 1, ene. -mar.
[5] Ramirez, G. (2019). Modelo U-Learning Soportado por las Experiencias de Aprendizaje y el Aprendizaje Conectivo para la Educación Superior Virtual U-CLX. http://www.unicauca.edu.co/doctoradoce/publicaciones/Monografia_Ramirez.pdf.
[6] Grund, F., & Gil, D. (2011). Mobile learning: los dispositivos móviles como recurso educativo. Madrid url: http://www.quintanal.es/recensiones/Mobile_learning.pdf.
[7] Gros, B., Kinshuk, & Main, M. (2016), The Future of Ubiquitous Learning. Ed. B. Gros, Kinshuk y M. Maina. Lecture Notes in Educational Technology. Berlin, Heidelberg: Springer Berlin Heidelberg, pp. 25-41.
[8] Peters, O. (1983). Distance teaching and industrial production: a comparative interpretation. Stewart; Keegan y Holmberg (Eds). Distance education. International perspectives. London, England: Croon Helm.
[9] Wedemeyer, C. (1971). Independent study. En Deighton, L. C. (ed) The Encyclopedia of Education, 4. New York, EE. UU: Macmillan.
[10] Moore, M. (1997). Theory of transactional distance. https://www.researchgate.net/publication/262488021.
[11] Garrison, D. R. (2000). Three generations of technological innovations in distance education. Distance education 6 (2), 235-41.
[12] Verduin, J., & Clark, T. (1991). Distance education. The foundations of effective practice. San Francisco: Jossey- Bass.
[13] Holmberg, B. (2003). A theory of distance education based on empathy. http://www.c3l.uni-oldenburg.de/cde/found/bh35.pdf.
[14] Garrison, D. and Brayton, M. (1987) "Beyond independence in distance education: the concept of control", The American Journal of Distance Education1 (3), 3-15.
[15] García, L. (1987). Hacia una definición de educación a distancia. Boletín informativo de la Asociación Iberoamericana de Educación Superior a distancia. 4 (18), pp 4.
[16] García, L. (2012): El diálogo didáctico mediado en educación a distancia. Contextos Universitarios Mediados, n° 12, 34 (ISSN: 2340-552X).
[17] VerdeciaCarballo, E. (2007). Algunos fundamentos filosóficos y psicológicos de la tecnología educativa. En Revista Electrónica de Tecnología Educativa, No. 23.
[18] Duménigo, M. (2018). Fundamentos, principios pedagógicos y características de la educación a distancia para la superación de los directivos del Ministerio de Energía y Minas. S. Lajes (Presidencia). XVI Conferencia Ciencias Económicas y Empresariales. Convención Internacional Científica y Tecnológica de la Universidad de Camagüey Ignacio Agramonte Loynaz. Camagüey. Cuba.
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  • APA Style

    Mailene Dumenigo Rodriguez. (2022). Distance Learning in Postgraduate Education for Mining and Energy Business Managers in the Cuban Context. International Journal of Vocational Education and Training Research, 8(1), 1-5. https://doi.org/10.11648/j.ijvetr.20220801.11

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    ACS Style

    Mailene Dumenigo Rodriguez. Distance Learning in Postgraduate Education for Mining and Energy Business Managers in the Cuban Context. Int. J. Vocat. Educ. Train. Res. 2022, 8(1), 1-5. doi: 10.11648/j.ijvetr.20220801.11

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    AMA Style

    Mailene Dumenigo Rodriguez. Distance Learning in Postgraduate Education for Mining and Energy Business Managers in the Cuban Context. Int J Vocat Educ Train Res. 2022;8(1):1-5. doi: 10.11648/j.ijvetr.20220801.11

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  • @article{10.11648/j.ijvetr.20220801.11,
      author = {Mailene Dumenigo Rodriguez},
      title = {Distance Learning in Postgraduate Education for Mining and Energy Business Managers in the Cuban Context},
      journal = {International Journal of Vocational Education and Training Research},
      volume = {8},
      number = {1},
      pages = {1-5},
      doi = {10.11648/j.ijvetr.20220801.11},
      url = {https://doi.org/10.11648/j.ijvetr.20220801.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20220801.11},
      abstract = {Postgraduate education is based on the student being an adult with a certain professional motivation, responsible and capable of making decisions, who assigns a value to what he studies and tries to apply in a pertinent way to his social environment, where the success of his study is based on self-management of learning and the development of the capacity for autonomy. Distance learning is conceived today as a response of contemporary society to the growing social demands of education, as well as the conceptions around the objectives and scope of the educational phenomenon, as the scenarios in which this takes place in the called the information age. In Cuba, distance education is part of the educational strategy; it has been an effective response to carry out higher level studies. All knowledge is influenced by the conditions of the environment where it is created and developed. In the online environment, this complexity grows as learning and knowledge building are mediated differently. As online professors build relationships between students and engage in unconventional but authentic instruction, they must be aware of the ways context as a deeply informative part of understanding educational outcomes. This paper offers the Cuban experiences in mining and energy sector using distance learning for postgraduate education of enterprise managers.},
     year = {2022}
    }
    

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Author Information
  • Department of Managements, Superior School of Energy and Mining, Havana, Cuba

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