El aprendizaje autodirigido en el marco de las ecologías de formación inicial docenteResultados de un estudio Delphi

  1. Francisco J. Santos Caamaño 1
  2. María José Vázquez Cancelo 1
  3. Eduardo X. Fuentes Abeledo
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Educar

ISSN: 0211-819X,  2014-8801

Ano de publicación: 2022

Título do exemplar: Ecologies digitals i aprenentatge autodirigit

Volume: 58

Número: 2

Páxinas: 357-372

Tipo: Artigo

DOI: 10.5565/REV/EDUCAR.1526 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Educar

Obxectivos de Desenvolvemento Sustentable

Resumo

The use of ICT, and particularly network technologies, has expanded the possibilities of access to new learning spaces and resources beyond traditional formal school settings. However, these combinations of multiple and different environments add an element of complexity, which requires learners to make a greater effort in their role as directors of their own learning. The Delphi research described in this article focuses precisely on the role of self-direction in the field of learning ecologies, positioning the learner as an active agent, producer and conductor of her own strategies, capable of orchestrating the various contexts, resources, activities and personal relationships into a coherent and appropriate whole for the achievement of a learning goal over time. Similarly, the need for procedures aimed at fostering the learner’s autonomy, self-regulation and capacity for learning to learn is also highlighted.

Referencias bibliográficas

  • AVELLA, J. R. (2016). Delphi Panels: Research Design, Procedures, Advantages, and Challenges. International Journal of Doctoral Studies, 11, 305-421. https://doi.org/10.28945/3561
  • BARRON, B. (2006a). Interest and Self-sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368
  • BARRON, B. (2006b). Configurations of Learning Settings and Networks - Implications of a Learning Ecology Perspective. Human Development, 49(4), 229-231. https://doi.org/10.1159/000094370
  • BEACH, P. (2017). Self-Directed Online Learning: A Theoretical Model for Understanding Elementary Teachers’ Online Learning Experiences. Teaching and Teacher Education, 61, 60-72. https://doi.org/10.1016/j.tate.2016.10.007
  • BOSCH, C.; MENTZ, E. y GOEDE, R. (2019). Self-directed learning: A conceptual overview. En E. MENTZ, J. DE BEER y R. BAILEY (eds.). Self-Directed Learning for the 21st Century: Implications for Higher Education (pp. 1-36). AOSIS.
  • BRADY, S. R. (2015). Utilizing and Adapting the Delphi Method for Use in Qualitative Research. International Journal of Qualitative Methods, 14(5), 1-6. https://doi.org/10.1177/1609406915621381
  • BROCKETT, R. G. y HIEMSTRA, R. (2019). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.
  • BRONFENBRENNER, U. (1994). Ecological Models of Human Development. Readings on the Development of Children, 2(1), 37-43.
  • BROOKFIELD, S. D. (2003). A critical theory perspective on accelerated learning. En R. WLODKOWSKI y C. A. KASWORM (eds.). Accelerated Learning for Adults: The Promise and Practice of Intensive Educational Formats (pp. 73-82). Jossey-Bass.
  • BROOKFIELD, S. D. (2009). Self-Directed Learning. En R. MACLEAN y M. WISON (eds.). International Handbook of Education for the Changing World of Work (pp. 2615-2627). Springer.
  • BULL, G.; THOMPSON, A.; SEARSON, M.; GAROFALO, J.; PARK, J.; YOUNG, C. y LEE, J. (2008). Connecting Informal and Formal Learning: Experiences in the Age of Participatory Media. Contemporary Issues in Technology and Teacher Education, 8(2), 100-107. https://www.learntechlib.org/p/29328/.
  • BULLOCK, S. M. (2013). Using Digital Technologies to Support Self-Directed Learning for Preservice Teacher Education. The Curriculum Journal, 24(1), 103-120. https://doi.org/10.1080/09585176.2012.744695
  • CANDY, P. (1988). Key Issues for Research in Self-Directed Learning. Studies in Continuing Education, 10(2), 104-124.
  • CANDY, P. (1991). Self-Direction for Lifelong Learning. Jossey-Bass.
  • CANDY, P. (2004). Linking Thinking: Self-Directed Learning in the Digital Age. Department of Education, Science, and Training (DEST).
  • ÇETINKAYA, L. y KESER, H. (2018). Adaptation of Interaction in Web Environments with Educational Content. World Journal on Educational Technology: Current Issues, 10(3), 142-152. https://doi.org/10.18844/wjet.v10i3.3555
  • CHRISTEN, N.; SANGRÀ, A. y GONZÁLEZ-SANMAMED, M. (2016). Supporting the Capacity Development of Canadian Entrepreneurial Mothers through an Exploration of their Digital Learning Ecologies. En A. VOLUNGEVICIENE, A. SZŰCS e I. MÁZÁR (eds.). Forging New Pathways of Research and Innovation in Open and Distance Learning: Reaching from the Roots. Proceedings of the 9th European Distance and E-learning Network Research Workshop (pp. 323-328). Oldenburg.
  • CILLIERS, P. (2005). Complexity, Deconstruction and Relativism. Theory, Culture & Society, 22(5), 255-267. https://doi.org/10.1177/0263276405058052
  • ERAUT, M. (2000). Non‐Formal Learning and Tacit Knowledge in Professional Work. British Journal of Educational Psychology, 70(1), 113-136. https://doi.org/10.1348/000709900158001
  • FORESTO, E. (2020). Aprendizajes formales, no formales e informales: Una revisión teórica holística. Contextos de Educación, 29(21). http://www2.hum.unrc.edu.ar/ojs/index.php/contextos/article/view/1142/1235.
  • GARRISON, D. R. (1997). Self-Directed Learning: Toward a Comprehensive Model. Adult Education Quarterly, 48(1), 18-33.
  • GONZÁLEZ-SANMAMED, M.; ESTÉVEZ, I.; SOUTO-SEIJO, A. y MUÑOZ-CARRIL, P. C. (2020). Digital learning ecologies and professional development of university professors. Comunicar, 28(62), 9-18. https://doi.org/10.3916/C62-2020-01
  • GONZÁLEZ-SANMAMED, M.; MUÑOZ-CARRIL, P. C. y SANTOS-CAAMAÑO, F. J. (2019). Key Components of Learning Ecologies: A Delphi Assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805
  • GONZÁLEZ-SANMAMED, M.; SOUTO-SEIJO, A.; GONZÁLEZ, I. y ESTÉVEZ, I. (2019). Aprendizaje informal y desarrollo profesional: Análisis de las ecologías de aprendizaje del profesorado de educación infantil. Edutec: Revista Electrónica de Tecnología Educativa, 68, 70-71. https://doi.org/10.21556/edutec.2019.68.1305
  • JACKSON, N. J. (2013). The Concept of Learning Ecologies. En N. J. JACKSON y G. B. COOPER (eds.). Lifewide Learning Education and Personal Development (pp. 1-21) [libro electrónico]. http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf.
  • KALANTZIS, M. y COPE, B. (2015). Learning and New Media. En D. SCOTT y E. HARGREAVES (eds.). The Sage Handbook of Learning (pp. 373-387). Sage.
  • KEENEY, S.; MCKENNA, H. y HASSON, F. (2010). The Delphi Technique in Nursing and Health Research. John Wiley & Sons.
  • LÓPEZ-GÓMEZ, E. (2018). El método Delphi en la investigación actual en educación: Una revisión teórica y metodológica. Educación XXI, 21(1), 17-40. https://doi.org/10.5944/educxx1.20169
  • MILES, M. B.; HUBERMAN, M. A. y SALDAÑA, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Sage.
  • PONTI, M. (2014). Self-Directed Learning and Guidance in Non-Formal Open Courses. Learning, Media and Technology, 39(2), 154-168. http://dx.doi.org/10.1080/17439884.2013.799073
  • ROBINSON, J. D. y PERSKY, A. M. (2020). Developing Self-Directed Learners. American Journal of Pharmaceutical Education, 84(3). https://doi.org/10.5688/ajpe847512
  • SALDAÑA, J. (2009). The Coding Manual for Qualitative Researchers. Sage.
  • SETLHODI, I. I. (2019). The Value of Pacing in Promoting Self-Directed Learning. En F. G. GIUSEFFI (eds.). Self-Directed Learning Strategies in Adult Educational Contexts (pp. 1-22). IGI Global. http://doi.org/10.4018/978-1-5225-8018-8.ch001
  • SKULMOSKI, G.; HARTMAN, F. y KRAHN, J. (2007). The Delphi Method for Graduate Research. Journal of Information Technology Education: Research, 6(1), 1-21.
  • SONG, L. y HILL, J. R. (2007). A Conceptual Model for Understanding Self-Directed Learning in Online Environments. Journal of Interactive Online Learning, 6(1), 27-41. http://www.ncolr.org/jiol/issues/pdf/6.1.3.pdf.
  • WILLIAMS, R.; KAROUSOU, R. y MACKNESS, J. (2011). Emergent Learning and Learning Ecologies in Web 2.0. The International Review of Research in Open and Distributed Learning, 12(3), 39-59. https://doi.org/10.19173/irrodl.v12i3.883
Fonte de datos: Dialnet