Revista de educación a distancia 2020, N. 64
Ir a Estadísticas
Permanent URI for this collection
Browse
Recent Submissions
- PublicationOpen AccessImproving Mentoring in Higher Education in Undergraduate Education and Exploring Implications for Online Learning(Universidad de Murcia, Servicio de Publicaciones, 2020) Andersen, Camey L.; West, Richard E.This article is a literature review of mentoring and higher education academic literature from 2008-2018. The review analyzed what makes an effective mentor and what are the implications of practice for those strategies. This article is for higher education leaders, mentoring programs, and mentors who want to improve their traditional and online mentoring programs and mentoring practices. After narrowing the search terms, the researcher searched EBSCO and ERIC databases and this search produced a combined total of 256 results. These articles were further narrowed to 34 articles that met the keyword search and exclusion criteria. The remaining articles are the focus of the literature review analysis for mentoring and higher education literature. The review produced three major themes of impact of mentoring, role of mentor, and mentoring programs, as well as implications for practice for each theme. The researcher further examined the themes in detail and provided information about retention, persistence, long-term benefits of mentoring, student interaction, student support, role models, types of mentoring programs, platforms for mentoring, and mentor training. The review concludes with suggestions for further research, including recommendations for mentor training and online mentoring.
- PublicationOpen AccessModeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications(Universidad de Murcia. Servicio de Publicaciones, 2020) Cardenas, Christopher; West, Richard; Swan, Richard; Plummer, KennethIn higher education, faculty are generally hired for their expertise in the field. They have received extensive training in the discipline but have received limited training in teaching. Thus, they struggle in two ways to teach and develop expertise in novices: First, they are often blind to how their own intuitive expertise functions, and second, they lack a pedagogical strategy to teach their intuitive expert decision-making to students. In this paper, we synthesize the literature on these difficulties for experts. We then discuss how DBL uses cognitive task analysis to help experts make their knowledge explicit and how DBL may be an appropriate pedagogical solution for many university professors. Finally, we provide case studies of DBL in action and discuss how educational technology can support the theory and practice of Decision-based Learning.
- PublicationOpen AccessConsidering the Role of Zone of Proximal Development and Constructivism in Supporting Teachers’ TPACK and Effective Use of Technology(Universidad de Murcia. Servicio de Publicaciones, 2020) Polly, DrewThis article examines Vygotsky’s (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore’s (1988) application of ZPD for teacher learning that can be used as a framework to develop teachers’ and teacher candidates’ Technological Pedagogical Content Knowledge (TPACK). We synthesize these ideas and provide vignettes from both teachers and teacher candidates that describe how ZPD can inform the way teachers’ TPACK is developed. We argue that the stages of ZPD (Tharp & Gallimore, 1988) provide a helpful framework for the development of teacher candidates’ and in-service teachers’ TPACK through experiential learning opportunities that include the reflection of the intersection of technologies, pedagogies, and content knowledge. The implication of our paper includes a call for long-term systematic examinations of strategies to support teachers and teacher candidate development of TPACK.
- PublicationOpen AccessModelación matemática y algorítmica de los términos de la teoría del socioconstructivismo para un entorno educativo digital(Universidad de Murcia. Servicio de Publicaciones, 2020) Ivanov, Igor; Kosonogova, Marina; Cárdenas Cobo, JesenniaEste trabajo presta especial atención al concepto de NGDLE (Next Generation Digital Learning Environment (ingles), Entorno Educativo Digital de Próxima Generación) y proporciona una lista de componentes típicos que pueden integrarse en el entorno educativo según el modelo NGDLE. Una de las limitaciones de sistemas e-learning es la dificultad de observar y corregir el proceso del aprendizaje individualmente. Generalmente, la variación del contenido individual de un curso se basa en decisión binaria: si la prueba se ha aprobado o no. En estos sistemas no se tiene en cuenta las características particulares del alumnado, no obstante, la teoría pedagógica ha logrado suficientes resultados. Los autores consideran la posibilidad de sumergir la teoría del socioconstructivismo de Lev Vygotsky en un entorno digital, particularmente su enfoque sobre el cambio sucesivo de zonas de desarrollo individuales. Debido a que en la actualidad no existen los modelos cuantitativos de zonas de desarrollo, entonces, se plantea y resuelve la tarea de construir un modelo matemático de la zona de desarrollo próximo, basado en la teoría del rasgo latente y psicometría computacional. Para estimar cuantitativamente la anchura de la zona del desarrollo próximo, utilizamos la idea de su proporcionalidad al nivel de capacitación, que, a su vez, se considera como una variable latente. Para una descripción formal del nivel de capacitación, se propone una lista de indicadores medibles: indicadores de actividad educativa y el patrón de interacción entre el usuario y el entorno digital. El modelo construido de la zona de desarrollo se utiliza para la gestión adaptativa del aprendizaje electrónico, en el que presenta un algoritmo de control que implementa el aprendizaje del desarrollo. Se describe la técnica de evaluar la conveniencia de aplicar el modelo de la zona de desarrollo proximal. Para evaluar la viabilidad, se ha utilizado el material experimental: datos sobre los resultados de las actividades educativas de 1469 estudiantes en dos países: Rusia y Ecuador. Como resultado del estudio, se confirmó la hipótesis de que el nivel de capacitación alcanzado en el curso con los elementos de desarrollo cognitivo es superior a los resultados del aprendizaje electrónico, sin tener en cuenta la teoría del socioconstructivismo. Además, se consideran enfoques de la arquitectura del moderno entorno educativo digital.
- PublicationOpen AccessLeveraging dynamic decision-making and environmental analysis to support authentic learning experiences in digital environments(Universidad de Murcia. Servicio de Publicaciones, 2020) Stefaniak, Jill; Xu, MeimeiAuthentic learning is a pedagogical approach that situates students in real-world settings. It thereby requires instructional designers to make contextualized design decisions to enhance students’ online learning experiences. The purpose of this paper is to provide instructional designers with a conceptual framework to help guide their instructional design decisions for authentic learning experiences in digital environments. We purport that these design decisions should be guided by three constructs: environmental analysis, dynamic decision- making, and promotion of knowledge acquisition. We also provide recommendations for future research on decision-making practices and processes in instructional design contexts.