Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docentepercepciones del alumnado y propuestas de herramientas y recursos

  1. Tur, Gemma 1
  2. Ramírez-Mera, Urith 2
  3. Marín, Victoria I. 3
  1. 1 Universitat de les Illes Balears
    info

    Universitat de les Illes Balears

    Palma, España

    ROR https://ror.org/03e10x626

  2. 2 Universidad Autónoma de Querétaro
    info

    Universidad Autónoma de Querétaro

    Santiago de Querétaro, México

    ROR https://ror.org/00v8fdc16

  3. 3 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

Revista:
Revista complutense de educación

ISSN: 1130-2496 1988-2793

Año de publicación: 2022

Volumen: 33

Número: 1

Páginas: 41-55

Tipo: Artículo

DOI: 10.5209/RCED.71002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

Esta investigación explora las percepciones del alumnado universitario en relación a diferentes herramientas y recursos que han sido utilizados en el marco de una actividad de aprendizaje para el desarrollo de Entornos Personales de Aprendizaje (PLE) en la formación inicial docente según las tres fases del aprendizaje autorregulado. Para este estudio, se diseñó una metodología cuantitativa de corte descriptivo y correlacional. Los resultados muestran que existen herramientas y recursos digitales como las infografías, rúbricas, y cuestionarios gamificados que tienen una alta apreciación por el alumnado a lo largo de las tres fases del aprendizaje autorregulado, seguidos de blogs y entornos virtuales de aprendizaje institucionales; mientras que el uso de microblogs y redes sociales ha sido poco aceptado. A partir de estas percepciones, se proponen tres modelos teóricos con los que promover el aprendizaje autorregulado en entornos digitales. El uso de blogs, rúbricas y cuestionarios gamificados integran un primer modelo, mientras que el segundo modelo está integrado por entornos virtuales institucionales y cuestionarios gamificados; el tercer modelo se constituye por el uso integral de infografías. Las conclusiones plantean retos para el futuro tanto para la implementación de estos modelos teóricos como para explorar nuevas propuestas que permitan potenciar las posibilidades de los microblogs o las redes sociales.

Referencias bibliográficas

  • Akhiar, A., Mydin, A.-A., y Adi Kasuma, S. A. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction, 47-72. http://mjli.uum.edu.my/images/specialissue/2017/A3.pdf
  • Alkhasawnh, S. y Alqahtani, M. (2019). Fostering students’ Self-regulated learning through using a Learning Management System to enhance Academic Outcomes at the University of Bisha. TEM Journal, 8(2), 662-669. http://dx.doi.org/10.18421/TEM82-47
  • Alto, M. y Vallejo, G. (2011). Los efectos de terceras variables en la investigación psicológica. Anales de Psicología, 27(2), 550-561. https://revistas.um.es/analesps/article/view/123201
  • Alyahya, D. (2019). Infographics as a learning tool in higher education: the design process and perception of an instructional designer. International journal of learning, teaching and education research, 18(1), 1-15. https://doi.org/10.26803/ijlter.18.1.1
  • Araka, E., Maina, E., Gitonga, R., y Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018). Research and Practice in Technology Enhanced Learning, 15(6). https://doi.org/10.1186/s41039-020-00129-5
  • Bakar, M., Ismail, S., Haryani, S., y Ali, S. (2019). A process mining approach to understand self-regulated-learning in Moodle Environment. International Journal of advanced trends in computer science and engineering, 8(13), 74-80. https://doi.org/10.30534/ijatcse/2019/1581.32019
  • Bazylev, D., Marguna, A., Zimenkoa, K., Kremleva, A., y Rukujzhaa, E. (2014). Participation in robotics competition as motivation for learning. Procedia, 152, 835-840. https://doi.org/10.1016/j.sbspro.2014.09.330
  • Bicen, H. y Beheshti, M. (2017). The psychological impact of infographics in education. BRAIN, 8(4), 99-108. https://lumenpublishing.com/journals/index.php/brain/article/view/2106
  • Blaschke, L. M. (2019). The Pedagogy–Andragogy–Heutagogy Continuum and Technology-Supported Personal Learning Environments. En I. Jung (Ed.), Open and Distance Education Theory Revisited (pp.75-84). https://doi.org/10.1007/978-981-13-7740-2_9
  • Blaschke, L. M. y Marín, V. I. (2020). Applications of Heutagogy in the Educational Use of E-Portfolios. RED. Revista Educación a Distancia, 20(64). http://dx.doi.org/10.6018/red.407831
  • Castañeda, L. y Adell, J. (2013). La anatomía de los PLEs. En L. Castañeda y J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 11-27). Marfil.
  • Castañeda, L., Tur, G., y Torres-Kompen, R. (2019). Impacto del concepto PLE en la literatura sobre educación: la última década. RIED, 22(1), 221-241. https://doi.org/10.5944/ried.22.1.22079
  • Cervantes, V. (2005). Interpretación del coeficiente Alpha de Cronbach. Avances en Medición, 3(1), 9-28.
  • Chia S. M., Tay, J., y Chong, G. (2017). Infographics for 21st Century Learners. En Proceedings of the Asian Conference on Education & International Development 2017 – Educating for Change (pp. 689- 701). IAFOR.
  • Chowdhury, F. (2019). Application of rubrics in the classroom: a vital tool for improvement in assessment, feedback and learning. International education Studies, 12(1), 61-68. https://doi.org/10.5539/ies.v12n1p61
  • Cleary, T., Callan, G., y Zimmerman, B. (2012). Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols. Education Research International. http://dx.doi.org/10.1155/2012/428639
  • Correia, M. y Santos, R. (2017). Game-based learning: The use of Kahoot in teacher education. En 2017 International Symposium on Computers in Education (SIIE) (pp. 1-4). http://dx.doi.org/10.1109/siie.2017.8259670
  • Chrestella, P. (2018). An overview Self-Regulation Learning in early adolescents who use Instagram (Tésis). Universidad de Tarumanagara. http://repository.untar.ac.id/11840/
  • Cupani, M. (2012). Análisis de Ecuaciones Estructurales: conceptos, etapas de desarrollo y un ejemplo aplicado. Revista Tesis, 1, 186-199. https://revistas.unc.edu.ar/index.php/tesis/article/view/2884
  • Dabbagh, N. y Castañeda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Education Technology Research and Development, 68(5). https://doi.org/10.1007/s11423-020-09831-z
  • Dabbagh, N. y Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. http://dx.doi.org/10.1016/j.iheduc.2011.06.002
  • Dabbagh, N. y Kitsantas, A. (2013). The role of social media in self-regulated learning. International Journal of Web Based Communities, 9(2), 256-273. http://dx.doi.org/10.1504/ijwbc.2013.053248
  • Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australian Journal of Educational Technology, 26(3), 369-385. https://doi.org/10.14742/ajet.1081
  • Fraile, J., Pardo, R., y Panadero, E. (2017). ¿cómo emplear las rúbricas para implementar una verdadera evaluación formativa? Revista Complutense de Educación, 28(4), 1321-1334. http://dx.doi.org/10.5209/RCED.51915
  • George, D. y Mallery, M. P. (2001). SPSS for Windows step by step: A simple guide and reference. Allyn & Bacon.
  • Gutiérrez-Pallares, E., Ramírez-Sánchez, M. Y., y Borges-Gouveia, L. M. (2020). Construcción de un modelo educativo a distancia con factores de aprendizaje y plataformas tecnológicas. Revista Chakiñan, (12), 18-31. https://doi.org/10.37135/chk.002.12.01
  • Ismail M. A.-A y Mohammad J. A.-M. (2017). Kahoot: a promising tool for formative assessment in medical education. Education in Medicine Journal, 9(2), 19–26. https://doi.org/10.21315/eimj2017.9.2.2
  • Jimoyiannis, A., Schiza, E., y Tsiotakis, P. (2018). Students’ Self-Regulated Learning Through Online Academic Writing in a Course Blog. En D. Sampson, D. Ifenthaler, J. Spector y P. Isaías (Eds.), Digital Technologies: Sustainable Innovations for Improving Teaching and Learning (pp. 111-129). Springer, Cham. https://doi.org/10.1007/978-3-319-73417-0
  • Jonsson, A. y Panadero, E. (2016). The use and design of rubrics to support assessment for learning. En D. Carless, S. Bridges, C. Chan y R. Glofcheski (Ed.), Scaling up Assessment for Learning in Higher Education Edition (pp. 99-111). Springer: Enabling Power of Assessment. https://doi.org/10.1007/978-981-10-3045-1_7
  • Kenny, D. y Harackiewicz, J. (1979). Cross-lagged panel correlation: Practice and promise. Journal of Applied Psychology, 64(4), 372–379. http://dx.doi.org/10.1037/0021-9010.64.4.372
  • Kerlinger, F. y Lee, H. (2002). Investigación del comportamiento. McGraw Hill/Interamericana.
  • Kline, R. B. (2011). Methodology in the social sciences. Principles and practice of structural equation modeling. Guilford Press
  • Kühn, C. (2017). Are Students Ready to (re)-Design their Personal Learning Environment? The Case of the E-Dynamic.Space. Journal of New Approaches in Education Research, 6(1), 11-19. http://dx.doi.org/10.7821/naer.2017.1.185
  • Marín, V. I. (2020). Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs. Australasian Journal of Educational Technology, 36(1), 1-20. https://doi.org/10.14742/ajet.4523
  • Marín, V. I., Salinas, J., y de Benito, B. (2013). Research results of two personal learning environments experiments in a higher education institution. Interactive learning environments, 22, 205-220. http://dx.doi.org/10.1080/10494820.2013.788031
  • Marín, V. I., Negre, F., y Pérez, A. (2014). Construction of the foundations of the PLE and PLN for collaborative learning. Comunicar, 42, 35-43. https://doi.org/10.3916/C42-2014-03
  • Mello, J. D. y Hernández, A. (2019). Un estudio sobre el rendimiento académico en Matemáticas. Revista electrónica de investigación educativa. https://doi.org/10.24320/redie.2019.21.e29.2090
  • Milligan, C., Beauvoir, P., Johnson, M., Sharples, P., Wilson, S., y Lieber, O. (2006). Developing a reference model to describe the Personal Learning Environment. En W. Nejdl y K. Tochtermann (Eds.), EC-TEL 2006 (pp. 506 – 511). https://doi.org/10.1007/11876663_44
  • Morgan, H. (2015). Creating a class blog: A strategy that can promote collaboration, motivation, and improvement in literacy. Reading Improvement, 52(1), 27–31.
  • Murillo, F. J. (2008). Los modelos multinivel como herramienta para la investigación educativa. Magis, Revista internacional de investigación en educación, 1, 45-62. https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/3355
  • Naparin, H. y Saad, A. B. (2017). Infographics in education: review on infographics design. International Journal of Multimedia & Its applications, 9(4/5/6), 15-24. https://doi.org/10.5121/ijma.2017.9602
  • Núñez, J., Cerezo, R., Bernardo, A., Rosário, P., Valle, A., Fernández, E., y Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: results of an experience in higher education. Psicothema, 23(2), 274-281. http://www.psicothema.com/psicothema.asp?id=3882
  • Panadero, E., Jonsson, A., y Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
  • Panadero, E. y Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133-148. https://doi.org/10.1080/0969594X.2013.877872
  • Pérez, C. (2001). Técnicas estadísticas con SPSS. Practice Hall.
  • Pérez-Garcias, A., Marín, V., y Tur, G. (2018). Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education. @tic revista d’innovació educativa, 21, 10-18. https://doi.org/10.7203/attic.21.12134
  • Ramsay, C. M., Aman, D. D., y Pursel, B. K. (2014). Blogging pragmatics and pedagogy: An adventure in faculty development. Education and Information Technologies, 19(2), 425–440. https://doi.org/10.1007/s10639-012-9221-0
  • Rahimi, E., Van den Berg, J., y Veen, W. (2015a). Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers & Education, 81, 235-246. https://doi.org/10.1016/j.compedu.2014.10.012
  • Rahimi, E., Van den Berg, J., y Veen, W. (2015b). A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments. British Journal of Educational Technology, 46(4), 780-792. https://doi.org/10.1111/bjet.12170
  • Romero, L., Saucedo, C., Caliusco, M. L., y Gutiérrez, M. (2019). Supporting self-regulated learning and personalization using ePortfolios: a semantic approach based on learning paths. International Journal of Educational Technology Higher Education, 16. https://doi.org/10.1186/s41239-019-0146-1
  • Sáiz, M. C., Marticorena, R., Arnaiz, A., Díez, J. F., y Rodríguez, S. (2019). Blended learning: an experience with infographics and virtual laboratories using self-regulated learning. En Proceedings of INTED2019 (pp. 2966-2971). https://doi.org/10.21125/inted.2019.0783
  • Soric, I. y Palekcic, M. (2009). The role of students' interests in self-regulated learning: The relationship between students' interests, learning strategies and causal attributions. European Journal of Psychology of Education, 24(4), 545-565. https://doi.org/10.1007/BF03178767
  • Tur, G. y Ramírez-Mera, U. (2020). El aprendizaje autorregulado en el PLE a través de una estrategia didáctica basada en portafolios con blogs y microblogs. Revista de Ciènces de l’Educació, 83-101. https://doi.org/10.17345/ute.2020.3.2799
  • Tur, G., Rosselló, M. R., y Pinya, C. (2017). Gamification through mobile devices: a learning design aimed at self-regulated learning. En 9th International Conference on Education and New Learning Technologies (pp. 10189-10196). http://dx.doi.org/10.21125/edulearn.2017.0929
  • Tur, G. y Urbina, S. (2014). Blogs as Eportfolio Platforms in Teacher Education: Affordances and Limitations Derived from Student Teachers’ Perceptions and Performance on their Eportfolios. Digital Education Review, 26, 1-23. https://doi.org/10.1344/der.2014.0.1-23
  • Tur, G. y Urbina, S. (2016a). Collaboration in ePortfolios with Web 2.0 tools in initial teacher training. Cultura y Educación, 28(3), 601-632. http://dx.doi.org/10.1080/11356405.2016.1203528
  • Tur, G. y Urbina, S. (2016b). Rúbrica para la evaluación de portafolios electrónicos en el entorno de la web social. Píxel-Bit. Revista de Medios y Educación, 48, 83-96. https://doi.org/10.12795/pixelbit.2016.i48.06
  • Tur, G., Urbina, S., y Forteza, D. (2019). Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning. Digital Education Review, 35, 18-35. https://revistes.ub.edu/index.php/der/article/view/22614
  • Wang, A. I., y Tahir, R. (2020). The effect of using Kahoot! for learning – a literature review. Computer & education, 149. https://doi.org/10.1016/j.compedu.2020.103818
  • Wayne, D. (2006). Bioesadística, bases para el análisis de las ciencias de la salud. Limusa Wiley.
  • Wolf, K. y Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. Journal of effective teaching, 7(1), 3-14.
  • Yen, C.-J., Tu, C.-H., Sujo-Montes, L., Harati, H., y Rodas, C. R. (2019). Using Personal Learning Environments (PLE) management to support digital lifelong learning. International Journal of Online Pedagogy and Course design, 9(3), 13-31. https://doi.org/10.4018/IJOPCD.2019070102
  • Yot-Domínguez, C. y Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. Int J Educ Technol High Educ, 14(38). https://doi.org/10.1186/s41239-017-0076-8
  • Yuruk, S., Yilmaz, R., y Bilici, S. (2019). An examination of postgraduate students’ use of infographic design, metacognitive strategies and academic achievement. J. Comput High Educ 31, 495–513. https://doi.org/10.1007/s12528-018-9201-5
  • Zarouk, M. Y. y Khaldi, M. (2016). Metacognitive Learning Management System supporting Self-Regulated Learning. En Conference: 2016 4th IEEE International Colloquium on Information Science and Technology (pp. 929-934). http://dx.doi.org/10.1109/CIST.2016.7805021
  • Zheng, L., Li, X., y Chen, F. (2016). Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International, 55(6), 616-624. http://dx.doi.org/10.1080/14703297.2016.1259080
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. http://dx.doi.org/10.1207/s15430421tip4102_2