RED-Revista de Educacion a Distancia最新文献

{"title":"La competencia digital del profesorado universitario durante la transición a la enseñanza remota de emergencia","authors":"Eva Pérez López, Rocío Yuste Tosina","doi":"10.6018/red.540121","DOIUrl":"https://doi.org/10.6018/red.540121","url":null,"abstract":"The forced migration of face-to-face universities to a distance education model due to COVID-19 has highlighted the shortcomings of teachers’ digital competence. Using a descriptive and inferential cross-sectional design, this study analyzes the digital competence level with which teachers transitioned to emergency remote teaching during confinement and explores digital training’s impact on the proficiency of such competence and identifies the digital teacher profiles. For this purpose, a questionnaire was applied to a sample of 220 teachers from a Spanish public university. The main findings reveal an intermediate level of digital competence with fluctuations among the competency areas. It was found that previous digital training seems to have been a necessary but not sufficient condition for optimal migration. Finally, five digital profiles are detected: objectors, laggards, confident, learners and avant-gardists. It concludes with the need to establish training plans based on a digital competency diagnosis, the implementation of technological tools in teaching, and the use of innovative pedagogical and methodological approaches. It is recommended to further expand the research by incorporating other variables to validate these preliminary findings.\u0000 La migración forzosa de las universidades presenciales a un modelo de educación a distancia a causa del COVID-19 ha evidenciado los déficits existentes en relación con la competencia digital docente. Mediante un diseño descriptivo e inferencial de corte transversal, este estudio analiza el nivel de competencia digital con el que los docentes transitaron a la enseñanza remota de emergencia durante el confinamiento, explora la incidencia de la formación en el dominio de dicha competencia e identifica los perfiles digitales docenes. Para ello, se aplicó un cuestionario a una muestra de 220 docentes de una universidad pública española. Los principales hallazgos revelan un nivel intermedio en la competencia digital con oscilaciones en las diferentes áreas competenciales. Además, se constata que la formación digital previa parece haber sido una condición necesaria pero no suficiente para realizar una migración óptima. Finalmente, se detectan cinco perfiles digitales: objetores, rezagados, confiados, aprendices y vanguardistas. Se concluye con la necesidad de establecer planes de formación cuyo diseño pivote en torno a un diagnóstico de las competencias digitales, la aplicación de herramientas tecnológicas a la enseñanza y la adopción de nuevos enfoques pedagógicos y metodológicos. Se recomienda ampliar la investigación incorporando otras variables para validar estos hallazgos preliminares.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86502452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Los docentes y las redes sociales: Usos y motivaciones","authors":"Paula Marcelo-Martínez, Carmen Yot-Domínguez, Carlos Marcelo","doi":"10.6018/red.523561","DOIUrl":"https://doi.org/10.6018/red.523561","url":null,"abstract":"Social media provides informal learning opportunities that teachers use for their professional development. Through the analysis of data collected through a questionnaire answered by 447 teachers we have known which are the social networks that they use most for their learning, what differences exist in the use of these and what are the reasons that lead them to use them for their teaching work. When addressing the social networks that are most used, contrasts of mean differences have been made considering the nominal variables of sex, age and educational level in which it is taught. We find that teachers are motivated to use social networks to the extent that they represent a space to find digital resources, materials, video tutorials prepared by other teachers and that can be considered interesting. However, teachers do not usually turn to social networks to overcome the isolation they may feel, or to share worries or emotions or to ask for help from another classmate. In future research it will be necessary to investigate the extent to which the participation of teachers in social networks has an impact on the improvement of teaching practice and student learning.\u0000 Las redes sociales propician oportunidades de aprendizaje informal que los docentes utilizan para su desarrollo profesional. Mediante el análisis de datos recogidos a través de un cuestionario respondido por 447 docentes hemos conocido cuáles son las redes sociales que más utilizan para su aprendizaje, qué diferencias existen en el uso de estas y cuáles son los motivos que los lleva a utilizarlas para su labor docente. Al abordar las redes sociales que más se utilizan, se han realizado contrastes de diferencias de medias considerando las variables nominales de sexo, edad y nivel educativo en el que se enseña. Encontramos que los docentes se motivan para utilizar las redes sociales en la medida en que suponen un espacio para encontrar recursos digitales, materiales, videotutoriales elaborados por otros docentes y que pueden considerar se interés. Sin embargo, los docentes no suelen recurrir a las redes sociales para superar el aislamiento que puedan sentir, ni para compartir preocupaciones o emociones ni para pedir ayuda a otro compañero. En futuras investigaciones será necesario indagar acerca de en qué medida la participación de los docentes en las redes sociales repercute en la mejora de la práctica docente y en los aprendizajes de los estudiantes","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"75 277 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83317659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher Education Students’ Social Media Platform Preferences for Educational Purposes","authors":"Birol Çelik, Huseyin Uzunboylu, Nur Demirbaş-Çelik","doi":"10.6018/red.491551","DOIUrl":"https://doi.org/10.6018/red.491551","url":null,"abstract":"The aim of the study is to determine the preference rankings higher education students’ social media platform preferences for educational purposes. The most used social media platforms in which people spend their time are respectively Instagram, TikTok, YouTube, WhatsApp, and Facebook in Turkey. These nine social media platforms were scaled using the method of pair-wise comparison. Participants of the study were 492 higher education students in Turkey. Data analysis was done using the Thurstone V. equation of state equation. In this research, social media tools preferred by higher education students for educational purposes are listed respectively as Instagram, WhatsApp, YouTube, Twitter, Snapchat, Telegram, Pinterest, Facebook/FB Messenger and TikTok. Also, the preferences of female and male higher education students upon social media tools for educational purposes are examined. According to this for female students it is listed respectively as WhatsApp, Instagram, YouTube, Twitter, Snapchat, Pinterest, Telegram, TikTok and Facebook/FB Messenger; and for male students, it is listed respectively as Instagram, WhatsApp, YouTube, Twitter, Telegram, Facebook/FB Messenger, Snapchat, and Pinterest.\u0000 El objetivo del estudio es determinar las clasificaciones de preferencia de las preferencias de la plataforma de redes sociales de los estudiantes de educación superior con fines educativos. La plataforma de redes sociales más utilizada en la que las personas pasan más tiempo son Instagram, TikTok, YouTube, WhatsApp y Facebook en Turquía. Estas nueve plataformas de redes sociales se escalaron utilizando el método de comparación por pares. Los participantes del estudio fueron 492 estudiantes de educación superior en Turquía. El análisis de los datos se realizó utilizando la ecuación de estado de Thurstone V. En esta investigación, las herramientas de redes sociales preferidas por los estudiantes de educación superior con fines educativos se enumeran respectivamente como Instagram, WhatsApp, YouTube, Twitter, Snapchat, Telegram, Pinterest, Facebook / FB Messenger y TikTok. Además, se examinan las preferencias de los estudiantes de educación superior de ambos sexos sobre las herramientas de medios sociales con fines educativos. De acuerdo con esto, para las estudiantes femeninas, se enumera respectivamente como WhatsApp, Instagram, YouTube, Twitter, Snapchat, Pinterest, Telegram, TikTok y Facebook / FB Messenger; y para los estudiantes masculinos, se enumera respectivamente como Instagram, WhatsApp, YouTube, Twitter, Telegram, Facebook / FB Messenger, Snapchat y Pinterest.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"37 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82044349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educación a distancia, familias y brecha digital: lecciones del cierre escolar","authors":"Sheila González Motos, Xavier Bonal Sarró","doi":"10.6018/red.541031","DOIUrl":"https://doi.org/10.6018/red.541031","url":null,"abstract":"The school closure produced by the Covid-19 pandemic turned the learning process into a distance education practice, mainly based on the intensive use of communication technologies. Based on the analysis of the results of an online survey answered in March 2020 by more than 35.000 families with children between the ages of 3 and 18, this article explores the consequences of the digital divide on the learning opportunities of students during confinement. The analysis highlights the interaction with other educational -different school responses- and social aspects -different possibilities of study support- to explain the different distance learning opportunities for students. The digital divide, in its various forms, the confinement conditions or the unequal family cultural capital generated unequal learning opportunities among students. The conclusions of the article point out the lessons learned from this experience to ensure equal educational opportunities in non-face-to-face educational contexts.\u0000 El cierre escolar producido por la pandemia de Covid-19 convirtió el proceso de enseñanza-aprendizaje en una práctica a distancia, fundamentada principalmente en el uso de intensivo tecnologías de comunicación. A partir del análisis de los resultados de una encuesta online realizada en marzo de 2020 a más de 35.000 familias con hijos e hijas entre los 3 y los 18 años, este artículo explora las consecuencias de la brecha digital en las oportunidades de aprendizaje de los estudiantes durante el confinamiento. El análisis subraya la interacción de la brecha digital con otros aspectos educativos -distinta respuesta escolar- y sociales -distintas posibilidades de apoyo familiar al estudio-. La brecha digital, en sus diversas acepciones, las condiciones de confinamiento y el desigual capital cultural familiar generaron oportunidades de aprendizaje desiguales entre el alumnado. Las conclusiones señalan las lecciones aprendidas de esta experiencia para garantizar la igualdad de oportunidades educativas en contextos de educación no presencial.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81128221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diseño y validación de contenido de una rúbrica para medir el valor educativo de aplicaciones para dispositivos móviles","authors":"Jorge Expósito-López, José Javier Romero-Díaz de la Guardia, Eva María Olmedo-Moreno","doi":"10.6018/red.542261","DOIUrl":"https://doi.org/10.6018/red.542261","url":null,"abstract":"Applications for mobile devices are increasingly a frequently used resource in different educational settings. The objective of this work was the design and validation of an instrument to measure the educational value of these applications, which has been called E-V-A (Educational Value Assessment). A process comprised of three phases was followed, according to a mixed methodology, considering the conceptual and theoretical design of the rubric, the functional design of dimensions, indicators and descriptors, as well as the subsequent validation of theoretical-practical content through expert judgment on relevance, clarity and adequacy, using the Delphi technique. The validation process allowed the formulation of an evaluation rubric for educational apps made up of 100 items structured into 21 blocks and 5 dimensions: personal development, cognitive and metacognitive development, learning and skills development; social development and technical dimension. This instrument can be very useful for teaching professionals who need to measure the educational value of an app through a structured and uniform protocol.\u0000 Las aplicaciones para dispositivos móviles son cada vez más un recurso frecuentemente utilizado en los diferentes escenarios educativos. El objetivo de este trabajo fue el diseño y validación de un instrumento para medir el valor educativo de estas aplicaciones, al que se ha denominado E-V-A (Educational Value Assessment). Se siguió un proceso estructurado en tres fases, acorde a una metodología mixta, contemplando el diseño conceptual y teórico de la rúbrica, diseño funcional de dimensiones, indicadores y descriptores de valoración y posterior validación de contenido teórico-práctica mediante juicio de expertos en torno a la pertinencia, claridad y adecuación, utilizando técnica Delphi. El proceso de validación permitió la formulación de una rúbrica de evaluación de app educativas compuesta por 100 ítems estructurados en 21 bloques y 5 dimensiones: desarrollo personal, desarrollo cognitivo y metacognitivo, desarrollo del aprendizaje y de competencias; desarrollo social y dimensión técnica. Este instrumento puede ser de gran utilidad para profesionales de la docencia que necesiten medir el valor educativo de una app mediante un protocolo estructurado y uniforme.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77843879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prácticas digitales y sostenibilidad socioambiental en la educación básica de las Smart Cities","authors":"Juan José Bedolla Solano, Ramón Bedolla Solano, Adriana Miranda Esteban","doi":"10.6018/red.533831","DOIUrl":"https://doi.org/10.6018/red.533831","url":null,"abstract":"The implementation of strategies associated with digital and socio-environmental management in distance education promote sustainability in smart cities; the use of virtual platforms in basic education being relevant. As a result of the COVID-19 pandemic, the incursion of educational platforms was a requirement; however, not all the institutions had the necessary resources and infrastructure for connectivity, such as the secondary schools established on the margins of the municipality of Acapulco, Guerrero, Mexico. The study was carried out at two different moments contemplating documentary, applied and longitudinal research to know and verify the factors and digital practices associated with online education, a total of 410 participants (teachers and students) collaborated. A support system for b-learning management was also presented, promoting educational platforms, dabbling in socio-environmental management activities as a comprehensive alternative for teaching-learning and promoting sustainability. The results of the study determined that the lack of resources, infrastructure and platform management is present in basic education and that the digital educational model is an aspiration; On the other hand, offering alternatives for the management of online educational platforms that integrate activities with a socio-environmental focus, opens up possibilities that lead to sustainable development.\u0000 La implementación de estrategias asociadas a las prácticas digitales y gestión socioambiental en la educación a distancia impulsan la sostenibilidad en las smart cities; siendo relevante el uso de plataformas virtuales en la educación básica. A consecuencia de la pandemia del COVID-19 la incursión de plataformas educativas fue una exigencia; sin embargo, no todas las instituciones contaban con recursos e infraestructura necesarios para conectividad, como las secundarias establecidas en los márgenes del municipio de Acapulco, Guerrero, México. El estudio se realizó en dos momentos diferentes contemplando la investigación documental, aplicada y longitudinal para conocer y diagnosticar los factores y prácticas digitales asociados para la educación On-line, colaboraron en total 410 participantes (profesores y estudiantes). También se presentó un sistema de apoyo para la gestión b-learning promoviendo las plataformas educativas, incursionando actividades de gestión socioambiental como una alternativa integral para la enseñanza-aprendizaje e impulsar la sostenibilidad. Los resultados del estudio determinaron que la falta de recursos, infraestructura y manejo de plataformas está presente en la educación básica y que el modelo educativo digital es una aspiración; por otro lado, ofertar alternativas para el manejo de plataformas educativas on-line que integren actividades con enfoque socioambiental, apertura posibilidades que dirigen al desarrollo sostenible.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"2012 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73603760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Validation of a PLE Scale from the Learner and Learning Perspective in Tertiary Education","authors":"Xiaoshu Xu, Yunfeng Zhang, Kexin Zhong, V. Lei, Jia Liu","doi":"10.6018/red.512111","DOIUrl":"https://doi.org/10.6018/red.512111","url":null,"abstract":"The study's goal is to create and validate a Personal Learning Environment Scale (PLEs) from the learner and learning perspective (named PLEsS-LL) to ensure effective learning in Chinese tertiary education. 657 undergraduates participated in the study after completing scale development steps. Six factors were extracted from the PLEsS-LL using Exploratory Factor Analysis (EFA). Confirmatory Factor Analysis (CFA) supported the six-factor scale with 22 items. Furthermore, the PLEsS-LL was redesigned as a questionnaire to assess learners' readiness for PLE learning. The findings indicated that participants were comfortable learning in PLEs in general. They were mostly positive in terms of learning motivation and problem-solving abilities. They did, however, report less confidence in self-directed learning. Meanwhile, male participants outperformed female participants in all categories except learning motivation. The reasons were explained, and suggestions for future PLE design were made. The PLEsS-LL could be used as a resource or guide for learner preparation in the PLE context in higher education around the world.\u0000 El objetivo del estudio es crear y validar una Escala de Entornos Personales de Aprendizaje (PLEsS) desde la perspectiva del alumno y el aprendizaje (llamada PLEsS-LL) para garantizar un aprendizaje efectivo en la educación terciaria china. 657 estudiantes universitarios participaron en el estudio después de completar los pasos de desarrollo de escala. Se extrajeron seis factores del PLEsS-LL mediante Análisis Factorial Exploratorio (EFA). El Análisis Factorial Confirmatorio (AFC) apoyó la escala de seis factores con 22 ítems. Además, el PLEsS-LL fue rediseñado como un cuestionario para evaluar la preparación de los alumnos para el aprendizaje PLE. Los hallazgos indicaron que los participantes se sentían cómodos al aprender en PLE en general. En su mayoría fueron positivos en términos de motivación de aprendizaje y habilidades para resolver problemas. Sin embargo, informaron menos confianza en el aprendizaje autodirigido. Mientras tanto, los participantes masculinos superaron a las participantes femeninas en todas las categorías, excepto en la motivación de aprendizaje. Se explicaron las razones y se hicieron sugerencias para el diseño futuro de PLE. El PLEsS-LL podría utilizarse como un recurso o guía para la preparación del alumno en el contexto de los PLEs en la educación superior de todo el mundo.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"102 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88243688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personal Learning Environments: Challenging the networked ecosystems with people agency","authors":"Linda J. Castañeda, G. Attwell, N. Dabbagh","doi":"10.6018/red.551851","DOIUrl":"https://doi.org/10.6018/red.551851","url":null,"abstract":"Personal Learning Environment (PLE) – as an idea, approach and concept – has demonstrated the potential to support a learner-centred digital learning ecosystem that is diverse, individualised, adaptive, integrated, transparent and skill-based. In a PLE, the locus of control shifts away from the institution to individuals, to the agency of individuals, helping them take control of their learning and build a personal cyberinfrastructure and learning ecosystem that extends learning beyond the classroom, institution, or organisation’s boundaries using distributed and portable tools. \u0000In the current conditions, understanding what a PLE is and reshaping educational systems to relocate PLE is more importanat tan ever; as well as to refocus the importance of reshaping learning and prioritizing people's agency in the current technological and social conditions. \u0000This special issue was conceived as an effort to collectively explore the pathways and challenges of adopting the PLE as a legitimate approach for self-education and lifelong learning and engaging in contextual change. The papers finally included on it, have a variety of perspectives, including - theoretical reflections, conceptual analysis, literature reviews, learning and teaching experiences – from the learners’ point of view and from the instructors’ point of view, as well as tools for improving student experiences, systemic projects to confront PLE challenges, and first approaches to research paths that explore other aspects of the implementation of the PLE. In addition, this issue brings together a number of authors, nationalities and data sources that broaden our view of the object of study and can enrich the discourse.\u0000 Los Entornos Personales de Aprendizaje (PLE), como idea, enfoque y concepto, han demostrado su potencial para apoyar un ecosistema de aprendizaje digital centrado en el alumno, diverso, individualizado, adaptable, integrado, transparente y basado en las competencias. En un PLE, el lugar de control se desplaza de la institución a los individuos, a la agencia de los individuos, ayudándoles a tomar el control de su aprendizaje y a construir una ciberinfraestructura personal y un ecosistema de aprendizaje que extienda el aprendizaje más allá de los límites del aula, la institución o la organización utilizando herramientas distribuidas y portátiles. \u0000En las condiciones actuales, comprender qué es un PLE y remodelar los sistemas educativos para reubicar los PLE en el centro de ellos es más importante que nunca. Se trata de revalorizar la importancia del PLE de las personas en las condiciones tecnológicas y sociales actuales. Eso implica reestructurar la enseñanza y el aprendizaje, dando verdadera prioridad a la agencia de las personas. \u0000Este número especial se concibió como un esfuerzo para explorar colectivamente las vías y los retos de la adopción del PLE como enfoque legítimo para la autoeducación y el aprendizaje permanente y para participar en el cambio contextual. Los traba","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"19 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76928417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic tasks for fostering the PLE in Higher Education: International Insights on Learning Design and Agency","authors":"Linda J. Castañeda, Victoria I. Marín, Patrícia Scherer Bassani, Araceli Camacho, Ximena Forero, Lucila Pérez","doi":"10.6018/red.526541","DOIUrl":"https://doi.org/10.6018/red.526541","url":null,"abstract":"The concept of Personal Learning Environment (PLE) is considered as a possible lens to understand and analyse learning conditions in different educational contexts from an ecological perspective, connecting with student's agency in their learning. Previous literature shows partial approaches on how it is implemented in higher education practice and leaves a research gap regarding how it is promoted from the learning design considering student's agency. It is in this space that the present study is framed. Through a qualitative approach, semi-structured interviews have been conducted with 20 faculty members from 5 different countries, to find out about the educational tasks that promote PLE in their courses. A sample of 34 academic tasks has been analysed through a coding system based on the learning design, the parts of the PLE and the student agency involved. The results show that the implementation of tasks for the promotion of the PLE still has room for improvement, affecting aspects of assessment, promotion of metacognition and student self-direction. As conclusions, lines of work that can be considered in practice and research on PLE are provided.\u0000 El concepto de Entorno Personal de Aprendizaje (PLE) se considera como una posible lente para entender y analizar las condiciones de aprendizaje en diferentes contextos educativos desde una perspectiva ecológica, conectando con la agencia del estudiante en su aprendizaje. La literatura previa muestra enfoques parciales de cómo se implementa en la práctica educativa universitaria y deja un vacío de investigación respecto a cómo se promueve desde el diseño educativo considerando la agencia del estudiante. Es en este espacio en que se enmarca el presente estudio. A través de un enfoque cualitativo, se han realizado entrevistas semiestructuradas con 20 profesores universitarios de 5 países diferentes, para averiguar sobre las tareas educativas que promueven el PLE en sus asignaturas. Se ha analizado una muestra de 34 tareas académicas a través de un sistema de codificación basado en el diseño educativo, las partes del PLE y cómo aparece la agencia del estudiante. Los resultados muestran que la implementación de tareas para la promoción del PLE todavía tiene margen de mejora, incidiendo en aspectos de evaluación, promoción de la metacognición y la autodirección de los estudiantes. Como conclusiones, se aportan líneas de trabajo que puedan considerarse en la práctica y la investigación sobre PLE.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"33 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82753061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the presence of the ‘Personal Learning Environment’ concept across the web domains of Spanish Higher Education institutions: a web mention study","authors":"Jonatan Castaño Muñoz, Daniel Villar-Onrubia","doi":"10.6018/red.526711","DOIUrl":"https://doi.org/10.6018/red.526711","url":null,"abstract":"The concept of \"Personal Learning Environment\" (PLE) has attracted considerable levels of attention from researchers across various countries, most notably Spain. This study looks beyond the academic literature, examining the extent and ways in which the term is present in the web domains of Higher Education institutions in that country, with a special focus on universities. In order to do so, we conducted a web impact analysis querying the term in English and all the official languages in Spain (Catalan, Euskera, Galician and Spanish). Moreover, the complememented this with content analysis in order to gain insight into the context of use of the term. A handful of universities stand out because of a very high number of URLs, well above the average, mentioning the queried terms. We have explored commonalities and differences between those universities and also use content analysis to search for complementary indicators of attention and institutionalisation.\u0000 El concepto de ‘Entorno Personal de Aprendizaje’ ha generado niveles atención considerables en el ámbito de la tecnología educativa. Familiarizar a estudiantes y docentes con dicho concepto es algo que puede ayudar a las instituciones de educación superior a que sus comunidades tomen decisiones mejor informadas en cuanto los recursos que emplean para el desarrollo de su actividad académica. Asimismo, es algo que puede ayudar a los estudiantes a mejorar su autonomía para la autorregulación de sus procesos de aprendizaje y mejorar su agencia para el aprendizaje a lo largo de la vida. Este artículo forma parte de un estudio que analiza la presencia de dicho concepto en los dominios web de universidades y otras instituciones de educación superior en España, un país que ha destacado por la cantidad de investigación que ha generado en torno a esta temática. El artículo presenta los resultados de la primera fase del estudio y concluye que el concepto de entorno personal de aprendizaje está establecido en el sistema de educación superior español. No obstante, la presencia del término está distribuida de manera irregular en el sector, ya que ha tenido mayor alcance entre universidades públicas e instituciones dedicadas a la educación a distancia.","PeriodicalId":44096,"journal":{"name":"RED-Revista de Educacion a Distancia","volume":"6 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73521371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}