Academic tasks for fostering the PLE in Higher Educationinternational insights on learning design and agency

  1. Castañeda, Linda 1
  2. Victoria I. 2
  3. Scherer Bassani, Patrícia 3
  4. Camacho, Araceli 4
  5. Forero, Ximena 5
  6. Pérez, Lucila 6
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

  3. 3 Universidade Feevale. Novo Hamburgo, Brazi
  4. 4 Universidad Autónoma de San Luis Potosí
    info

    Universidad Autónoma de San Luis Potosí

    San Luis Potosí, México

    ROR https://ror.org/000917t60

  5. 5 Universidad de Antioquia. Medellín
  6. 6 Universidad Casa Grande, Guayaquil
Mostra les afiliacions +
Revista:
RED: revista de educación a distancia

ISSN: 1578-7680

Any de publicació: 2023

Títol de l'exemplar: Entornos personales de aprendizaje : desafiando los ecosistemas conectados con la agencia de las personas

Volum: 23

Número: 71

Tipus: Article

DOI: 10.6018/RED.526541 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Altres publicacions en: RED: revista de educación a distancia

Objectius de Desenvolupament Sostenible

Resum

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.

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Fuente de los datos: Dialnet