Education elements in textbooks at UNED, Costa Rica, 2017 and 2018: use frequency and improve possibilities
DOI:
https://doi.org/10.22458/urj.v12i1.2913Keywords:
distance education, mediation, fundational theories, quality education, curriculum design, focus groupsAbstract
Introduction: The production of textbooks in the Costa Rican Distance University must use a series of elements needed for distance education. Objective: To identify the most important educational elements used by the editors. Methods: We used a questionnaire and an editor’s focus group to identify the frequency for each element in 24 textbooks. Results: More than 90% of the didactic units contain: graphs or diagrams, charts, definitions, practical cases, didactic discourse, “attractions”, examples and signs. Between 70 and 90% use: images, attention calls, logical sequence and inserted questions. Less than 70% use anecdotes, establishment of contrary points, humanization of the text, summaries, timelines and metaphors. Conclusions: While most of the recommended elements are used, there is room for improvement in the variety and subject adaptation of learning elements used in these textbooks.
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