B-Learning course on the Edmodo platform as a philosophy learning proposal

Abstract

This article is the result of an investigation in the Specialization program in pedagogy and university teaching of the Universidad La Gran Colombia (Bogota D.C.); The objective was to carry out a conceptual analysis based on the contents and design of the B-Learning course on the Edmodo educational platform as a philosophy learning proposal. The methodology had a qualitative approach due to the conditions of a job under the descriptive perspective, making use of tools such as observation, checklist and field diary. Some of the findings suggest that both the concepts of the area of ​​philosophy and the terms used by information and communication technologies do not lose their strict and rigorous meaning, much less distort the meaning that is intended to be treated. On the other hand, the linking of the knowledge of the area of ​​philosophy in relation to ICT constitutes for the class teacher a learning proposal, in some cases blended, where the student will be able to deepen the contents of philosophy outside the classroom. face-to-face, through virtuality. Among other conclusions, it stands out that the vast majority of the courses that are developed on platforms do not have flexibility on the part of the teacher, since these are designed with rigorous regulations in each of the components that make them up.