Colaboración y redes sociales en la enseñanza universitaria

  1. Gewerc Barujel, Adriana
  2. Montero Mesa, María Lourdes
  3. Lama Penín, Manuel
Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Any de publicació: 2014

Títol de l'exemplar: ¿La revolución de la enseñanza?

Número: 42

Pàgines: 55-63

Tipus: Article

DOI: 10.3916/C42-2014-05 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Comunicar: Revista Científica de Comunicación y Educación

Resum

This paper presents an exploratory analysis of the experience of educational innovation in the configuration of a social learning network in a subject for the Education degree course at the University of Santiago de Compostela (Spain). This innovation is based on the premise of student-centered teaching (independent learning, self-regulated, authentic and breaking boundaries between formal and informal areas) enriched with collaborative activities. The study aims to analyze the intensity and relevance of the student´s contributions in this collaborative framework. We used learning analytics tools with two types of techniques: social network analysis (SNA) and information extraction, to measure the intensity, centrality and relevance of collaboration among students. The results obtained allow us to confirm: 1) The consistency and coherence between the pedagogical approach and the option of using a social network in university education; 2) A dense network with a high level of interaction, a moderate degree of centrality and a low centralization index (structure moves away from star), with a group with the capacity to influence the rest (degree of betweenness); 3) High level of relevance to the content analyzed; 4) The usefulness of learning analytics techniques to guide teacher decision-making.

Referències bibliogràfiques

  • Agra, M.J., Gewerc, A. & Montero, L. (2003). El portafolios como herramienta de análisis en experiencias de formación on-line y presenciales. Enseñanza & Teaching, 21, 101-114.
  • Aguaded, J.I. & Fonseca, M.C. (Coords.) (2009). Huellas de innovación docente en las aulas universitarias. La Coruña: Netbiblo.
  • Ballerá, M., Lukandu, I.A. & Radwan, A. (2013). Collaborative Problem Solving using public Social Network Media: analyzing Student Interaction and its impact to Learning Process. International Journal of Digital Information and Wireless Communications, 3, 1, 25-42.
  • Buckingham, D. & Martínez, J.B. (2013). Interactive Youth: New Citizenship between Social Networks and School Settings. Comunicar, 40, 10-14. (DOI: http://dx.doi.org/10.3916/C40-2013-02-05).
  • Bugeja, M. (2006). Facing the Facebook. The Chronicle of Higher Education (http://chronicle.com/article/Facing-the-Facebook/46904) (14-01-2013).
  • Canole, G. (2010). Facilitating New Forms of Discourse for Learning and Teaching: Harnessing the Power of Web 2.0 Practices. Open Learning, 25, 2, 141-151. (http://oro.open.ac.uk/21461/2) (16-03-2013) (DOI: http://dx.doi.org/doi:10.1080/02680511003787438).
  • Casquero, O. (2013). PLE: una perspectiva tecnológica. In L. Castañeda y J. Adell (Eds.), Entornos personales de aprendizaje: claves para el ecosistema educativo en red (pp. 71-84). Alcoy: Marfil.
  • Castañeda, L. & Adell, A. (2013). (Eds.). Entornos personales de aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.
  • Dillenbourg, P. (1999). What do You Mean by Collaborative Learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches (pp.1-19). Oxford: Elsevier.
  • Espuny, C., González, J., Lleixà, M. & Gisbert, M. (2011). Actitudes y expectativas del uso educativo de las redes sociales en los alumnos universitarios. Revista de Universidad y Sociedad del Conocimiento, 8, 1, 171-185. (http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v8n1-espuny-gonzalez-lleixa-gisbert/v8n1) (18-11-2012) (DOI: http://dx.doi.org/10.7238/rusc.v8i1.839).
  • Garrison, D.R. (2005). El E-learning en el siglo XXI: investigación y práctica. Barcelona: Octaedro.
  • Gewerc, A. (2009). La bitácora y el viaje: El portafolios como herramienta de aprendizaje y evaluación. In M.J. Martínez-Segura (Coord.), El portafolios para el aprendizaje y la evaluación (pp. 103-129). Murcia: Editum.
  • Gómez-Aguilar, M., Roses, S. & Farías, P. (2012). El uso académico de las redes sociales en universitarios. Comunicar, 38, 131-138. (http://dx.doi.org/10.3916/C38-2012-03-04).
  • Gonçalves, S., Montero, L. & Lamas, E. (2012). E-Portfolio na formação de profesores. Estudo de caso múltiplo. European Review of Artistic Studies, 3, 3, 54-66.
  • Gros, B. (2012). Retos y tendencias sobre el futuro de la investigación acerca del aprendizaje con tecnologías digitales. RED. Revista de Educación a Distancia. (www.um.es/ead/red/32) (06-12-2012).
  • Herrington, J., Oliver, R. & Reeves, T. (2003). Patterns of Engagement in Authentic Online Learning Environments. Australian Journal of Educational Technology (AJET), 19, 1, 59-71.
  • Koulocheri, E. & Xenos, M. (2013). Considering Formal Assessment in Learning Analytics within a PLE: The HOU2LEARN. Proceedings of the 3rd International Conference on Learning Analytics (LAK 2013) (http://sqrg.howto.gr/Publications/EKOUL/p28-koulocheri.pdf) (16-05-2013).
  • Lama, M., Vidal, J.C., Otero-García, E., Bugarín, A. & Barro, S. (2012). Semantic Linking of Learning Object Repositories to DBpedia, Journal of Educational Technology & Society, 15, 4, 47-61.
  • Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Long, P. & Siemens, G. (2011) Penetrating the fog. Analytics in learning and Education. Educase Review, 31-40 (www.educause.edu/ero/article/penetrating-fog-analytics-learning-and-education) (12-01-2013).
  • Lueddeke, G. (2008). Reconciling Research Teaching and Scholarship in Higher Education: An Examination of Diciplinary Variation, the Curriculum and Learning. International Journal for Scholarship of Teaching and Learning, 2, 1. (www.georgiasouthern.edu/ijsotl) (15-09-2012).
  • Montero. L. & Álvarez-Seoane C.D. (2010). Elaboración de e-portafolios en la enseñanza y el aprendizaje en la universidad. Cruce de miradas. In M.J. Agra & al. (Eds.), Trabajar con (e) portafolios. Docencia, investigación e innovación en la universidad. (CD ISBN: 978-84-693-3740-0).
  • Mott, J. (2010). Envisioning the Post-LMS era: The Open Learning Network. Educase Quarterly, 33, 1. (www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network) (23-07-2012).
  • Observatorio Nacional de las Telecomunicaciones y de la Sociedad de la Información (ONTSI) (2011): Estudio sobre el conocimiento y uso de las redes sociales en España (www.ontsi.red.es/ontsi/es/estudios-informes/estudio-sobre-el-conocimiento-y-uso-de-las-redes-sociales-en-espa%C3%B1) (15-2-2013).
  • Pintrich, P. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Student. Educational Psychology Review, 16, 4, 385-407.
  • Piscitelli, A., Adaime, I. & Binder, I. (2010). El proyecto Facebook y la postuniversi-dad. Sistemas operativos sociales y entornos abiertos de aprendizaje. Buenos Aires: Ariel-Fundación Telefónica.
  • Ractham, P. & Firpo, D. (2011). Using Social Networking Technology to Enhance Learning in Higher Education: A Case Study Using Facebook. System Sciences (HICSS) 44th Hawaii International Conference. (http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5718494) (12-03-2012).
  • Rubia, B., Jorri, I. & Anguita, R. (2009). Aprendizaje colaborativo y TIC. En J. De-Pablos (Coord.), Tecnología Educativa. La formación del profesorado en la era de Internet (pp. 191-214). Málaga: Aljibe.
  • Salmerón, H. & Gutierrez-Braojos, C. (2012). La competencia de aprender a aprender y el aprendizaje autorregulado. Posicionamientos teóricos. Profesorado, 16,1. (www.ugr.es/local/recfpro/rev161ART1.pdf).
  • Saz, A., Coll, C., Bustos, A. & Engel, A. (2011). The Construction of Knowledge in Personal Learning Environments. A Constructivist Perspective. In Proceedings of the PLE Conference 2011, 10th - 12th July 2011. Southampton (UK). (www.pleconf.com) (02-04-2013).
  • Selwyn, N. (2009). Faceworking: Exploring Students’ Education-related Use of Facebook, Learning, Media and Technology, 34, 2, 157-174. (DOI: 10.1080/17439880902923622).
  • Shulman, L. (2004). Teaching as Community Property: Essays on Higher Education. San Francisco: Jossey-Bass.
  • Siemens, G. & Gasevic, D. (2012). Guest Editorial. Learning and Knowledge Analytics. Journal of Educational Technology & Society, 15, 3, 1-2.
  • Uden, L., Wangsa, T.I., & Damiani, E. (2007). The Future of E-learning. E-learning Ecosystem. The Inaugural IEEE International Digital Ecosystems and Technologies Conference, IEEE-DEST 2007, 21-23 February, Rydges Tradewinds Cairns, Cairns, Queensland (Australia) (www.ieee-dest.curtin.edu.au) (15-05-2012).
  • Valetsianos, G. & Navarrete, C. (2012). Online Social Networks as Formal Learning Environments learner experiences and activities. The International Review of Research in Open And Distance Learning.13, 1, 145-166.
  • Valetsianos, G., Kimmons, R. & French, K. (2013). Instructor Experiences with a Social Networking Site in a Higher Education Setting: Expectations, Frustrations, Appropriation, and Compartmentalization. Educational Technology, Research and Development. 61, 2, 255-278 (DOI: http://dx.doi.org/10.1007/s11423-12-9284-z).
  • Vermunt, J.D. & Vermetten, I.J. (2004). Patterns in Student Learning: Relationships between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review, 16, 4. 59-384.
  • Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cam-bridge: Cambridge University.
  • Zaidieh, A. (2012). The Use of Social Networking in Education: Challenges and Opportunities. World of Computer Science and Information Technology Journal (WCSIT), 2, 1, 18-21.
  • Zimmerman, B.J. (2001). Theories of Self Regulated Learning and Academic Achieve-ment: An Overview and Analysis. In B.J. Zimmerman & D.H. Shunk (Eds.), Self-regulated Learning and Academic Achievement: Theorical Perspectives (pp. 1-37). New Jersey: Lawrence Erlbaum Associates.
Fuente de los datos: Dialnet