Teaching Strategies under the Competence Approach: An Experience in the Document Management Course of Escuela de Secretariado Profesional of Universidad Nacional, Costa Rica

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DOI:

https://doi.org/10.5377/paradigma.v31i52.19487

Keywords:

didactic strategies, competence approach, document management, office administration, business education

Abstract

The purpose of this study was to understand the perceived effectiveness of teaching strategies based on the competency-based approach for learning document management. The study was conducted under a qualitative approach, using a case study methodology. The data collection techniques were a focus group and classroom observation. The results showed that the students have a high degree of satisfaction with the didactic strategies implemented, as well as with the learning experience in general. The strategies were considered effective and useful for learning, as they promote the practical application of the knowledge acquired and allow the development of skills relevant to the work environment. The practical approach of the course, characterized by simulations, exercises, and application activities, allowed the students to bring theoretical knowledge closer to the reality of office work.

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Author Biography

Brandon Solís Chaverri, Universidad Nacional de Costa Rica

Docente e investigador de la Escuela de Secretariado Profesional de la Universidad Nacional de Costa Rica. Máster en Currículum y Docencia Universitaria, Licenciado en Educación Comercial. Posee amplia experiencia en educación universitaria en la formación de profesionales en Asistencia Administrativa, Administración de Oficinas y Educación Comercial; así como, a nivel de secundaria en enseñanza técnica profesional en las especialidades de Secretariado Ejecutivo y Ejecutivo Comercial y de Servicio al Cliente.

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Published

2024-12-13

How to Cite

Solís Chaverri, B. (2024). Teaching Strategies under the Competence Approach: An Experience in the Document Management Course of Escuela de Secretariado Profesional of Universidad Nacional, Costa Rica. Paradigma: Revista De Investigación Educativa, 31(52), 9–22. https://doi.org/10.5377/paradigma.v31i52.19487

Issue

Vol. 31 No. 52 (2024)

Section

Articles

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