The mediational pedagogical model and autonomous learning in distance education: evidence from the financial administration program in the colombian amazon
https://orcid.org/0000-0001-8163-8118
This study analyzes the role of the mediational pedagogical model in the development of autonomous and collaborative learning among Financial Administration students in distance education at the Universidad de la Amazonia. A qualitative interpretative approach was adopted, using semi-structured interviews and analysis of final integrative projects (TIF). The findings reveal differentiated patterns in autonomous learning development, associated with the level of interaction in virtual environments, the quality of pedagogical mediation, and the use of ICT. Limitations were also identified in the appropriation of the professional profile and the strategic use of technological tools. It is concluded that the mediational model plays a structural role in learning processes, although its effectiveness depends on pedagogical intentionality, academic support, and instructional design coherence.
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