Abstract:

Virtual education is continually spreading at every level and in every country that wishes to improve its educational systems and programmes. Mexico is no exception and its universities, both public and private, have ventured into this educational model. There are many reasons for this; for example long-term lower costs, the possibility of bringing education to a greater number of people. Publications dedicated to this theme are numerous. There are also some disadvantages and problems that arise since there is no such thing as an educational panacea for all cases.
The object of this talk is to present our experience of the virtual teaching/learning process that is taking place in the Mexico City Units of the National Pedagogical University. In particular we concentrate in detail on the events in Unit 099 of this institution.
The National Pedagogical University is a public institution with Units or Campuses, throughout the country. In Mexico City there are 6 Units and the Ajusco Unit, which is the University’s headquarters and main campus. It’s principal objective is to support teaching and teachers and also over the years first degree, masters and doctoral courses in educational themes have been opened.
In 2009 a new educational initiative was launched in the Mexico City Units. A distance learning BA in Preschool Education (LEPTIC), with certain specific features, was created. This was established at the request of the Mexico City Government with the aim of supporting the educators of the CENDIS (Infant Development Centres) and COMMUNITY CENTRES, both dedicated to the initial stages of education. An agreement was signed between the Mexico City Administration and the National Pedgogical University. The teaching staff of these Centres general suffer from a certain shortage of funds. While the CENDIS educators are paid by the government, the Community Centres are paid through quotas supplied by the children’s parents, which means that their income levels are very low and due to this it is often difficult for them to have access to computers and Internet, two essential points for distance learning.
The first generation of this degree course completed their studies in 2012 which makes it a good point at which to evaluate this, observing advantages and inconveniences and the future of the course.
Here we present a curriculum map of the Degree course, which spans nine four month terms. In the first, the students attend the subjects in person and it is only in the second term that an on-line subject is introduced. Suddenly the on-line courses are increased and by the fourth term the students have three on-line subjects and one on-campus
This methodology, on-campus as well as on-line, is due to the very characteristics of the students, since at first they have very few developed skills in computer and Internet usage.
We also give here the results obtained, the number of graduates, and the degrees awarded.
We also mention the modifications made to the programme, since, from this year, the BA in Preschool Education with use of ICTs opens the course to the general public and not only teachers from the Centre as was previously the case. This implies important changes in the development of the Degree course.
We complement this with a reflection on the efficiency of this programme and on its successes and failures.