Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial

Journal article


Han, Feifei and Ellis, Robert. (2020). Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial. Comunicar. 28(62), pp. 19-30. https://doi.org/10.3916/C62-2020-02
AuthorsHan, Feifei and Ellis, Robert
Abstract

[Español] En la Educación Superior, pocos estudios han investigado simultáneamente las dimensiones cognitivas, sociales y materiales de una misma población. Desde una perspectiva ecológica del aprendizaje, este estudio examina la interrelación entre elementos clave a partir de estas dimensiones en las redes personalizadas de 365 estudiantes. Los datos procedentes de cuestionarios, análisis de aprendizaje y calificaciones del curso permiten considerar estos aspectos en la experiencia de aprendizaje y en el rendimiento académico. Los participantes registraron niveles cualitativamente dispares en el nivel de implicación en el curso, oscilando de un enfoque orientado a la comprensión a enfoques basados en la reproducción de contenidos, lo que, junto a sus opciones de colaboración, generó cinco patrones distintos. Los resultados revelaron que una orientación más comprensiva y una cooperación con estudiantes de orientaciones similares tiende a asociarse con mejores rendimientos en el aprendizaje semipresencial. Sus redes personalizadas se caracterizaron por enfoques más profundos hacia el aprendizaje presencial y virtual; percepciones positivas hacia la integración de ambos contextos; el diseño del curso, por la forma y modo de colaboración; y por una mayor implicación en las actividades en línea. El estudio tuvo implicaciones significativas de aplicación en el desarrollo teórico de la investigación en la ecología del aprendizaje, así como en la forma de guiar el diseño del currículum, la práctica docente y el aprendizaje.

[English] In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to measure these elements in the blended learning experience and academic performance. Students reported qualitatively different cognitive engagement between an understanding and a reproducing learning orientation towards learning, which when combined with their choices of collaboration, generated five qualitatively different patterns of collaboration. The results revealed that students had an understanding learning orientation and chose to collaborate with students of similar learning orientation tended to have more successful blended learning experience. Their personalised learning networks were characterized by selfreported adoption of deep approaches to face-to-face and online learning; positive perceptions of the integration between online environment and the course design; the way they collaborated and positioned themselves in their collaborative networks; and they were more engaged with online learning activities in the course. The study had significant implications to inform theory development in learning ecology research and to guide curriculum design, teaching, and learning.

Keywordsperspectiva ecológica; red de aprendizaje personalizada; interrelación; dimensión cognitiva; dimensión social; dimensión material; experiencia de aprendizaje semipresencial; estudiantes universitarios; ecological perspective; personalised learning network; interrelatedness; cognitive dimension; social dimension; material dimension; blended learning experience; university students
Year2020
JournalComunicar
Journal citation28 (62), pp. 19-30
PublisherGrupo Comunicar
ISSN1134-3478
Digital Object Identifier (DOI)https://doi.org/10.3916/C62-2020-02
Scopus EID2-s2.0-85077267813
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range19-30
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online01 Jan 2020
Publication process dates
Accepted01 Aug 2019
Deposited04 Aug 2022
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