Publication: Influencia del mentoring en el rendimiento de los
participantes en las comunidades virtuales de práctica
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Date
2017
Authors
Tejada Garitano, Eneko ; Garay Ruiz, Urtza ; Romero Andonegui, Ainara
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
La Comunidad Virtual de Práctica (CVP) hace referencia a la red de personas que
interactúan y comparten conocimientos con objeto de desarrollar su formación práctica y
profesional. En este trabajo se presenta una investigación llevada a cabo con alumnado de
Grado de Educación Primaria para conocer la influencia del mentoring en el rendimiento
académico y en la satisfacción de participar en una CVP. Para ello, se desarrolló una CVP
entre alumnado de diferente curso y cada estudiante construyó su Entorno Personal de
Aprendizaje a través del aprendizaje colaborativo. La relación entre tutoría y rendimiento
académico así como el nivel de influencia de la tutoría en el nivel de satisfacción del alumnado
se analizó cuantitativamente. Entre los resultados destaca que los participantes valoran de
forma satisfactoria la experiencia de participar e interactuar en una CVP, además de apreciar
que la percepción que se tiene de la tutoría recibida no influye de forma directa en el
rendimiento académico obtenido.
Virtual Community of Practice refers to people who interact and share knowledge in order to develop their practical training. This paper describes the research carried out with Teaching Graduate students to measure the influence of mentoring on the academic performance and the satisfaction of participate in a VCP. To do this, students participated in a Virtual Community of Practice and each student created a Personal Learning Environment through peer tutoring and collaborative learning. Quantitative methodology was used to analyze the relationship between tutoring and academic performance and how tutoring has influence on student´s satisfaction level. Results show that mentoring has not influence on academic performance and on the satisfaction with participating in a Virtual Community of Practice, but participants value satisfactorily the experience of taking part and interacting in a Virtual Community of Practice.
Virtual Community of Practice refers to people who interact and share knowledge in order to develop their practical training. This paper describes the research carried out with Teaching Graduate students to measure the influence of mentoring on the academic performance and the satisfaction of participate in a VCP. To do this, students participated in a Virtual Community of Practice and each student created a Personal Learning Environment through peer tutoring and collaborative learning. Quantitative methodology was used to analyze the relationship between tutoring and academic performance and how tutoring has influence on student´s satisfaction level. Results show that mentoring has not influence on academic performance and on the satisfaction with participating in a Virtual Community of Practice, but participants value satisfactorily the experience of taking part and interacting in a Virtual Community of Practice.
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