Building an instrument for learning through "the network" of university students
Abstract
The lack of instruments to identify network learning and development of information search skills when interacting "in a network" make this research necessary, in order to direct the teaching methods by teachers. The following question is asked: How to build an instrument of identification of appropriation of learning and development of information search skills when interacting "in network" young people of the Autonomous University of Sinaloa?The implementation of the pilot test of the development of the methodological strategy used for the quantitative-descriptive phase of a project of the called: "Teachers and students in the teaching-learning process in network at the Autonomous University of Sinaloa" is presented. The population was conformed by students of the Faculty of Informatics. As a result of the pilot test it was that they are university students, approximately 50% of young people connected to "the network" self-regulate their learning, motivation is visible in students in more than 90%, little more than half achieves a worldview of how ICTs promote learning. In relation to the principles of connectivism proposed by Siemens (2004), the percentages are presented in a degraded manner. The teaching figure must change in the learning "in network" and establish interactions that promote nodes and learning networks. It was concluded that it is an instrument ready to be applied in other faculties and to propose learning designs "in network" that facilitate education, training and strengthen the development of continuous learning
Downloads
References
Bjork, R., Dunlosk, J. and Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64(1), 417-444. Retrieved from https://www.annualreviews.org/doi/abs/10.1146/annurev-psych-113011-143823.
Bourdieu, P. (2000). La “juventud” no es más que una palabra. México: Grijalbo.
Brophy, J. E. (2010). Motivating students to learn. New York, NY: Routledge.
Castells, M. (2005). La era de la información (vol. 1). Madrid: Alianza.
Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning. Educational Psychology Review, 24(2), 205-249. Retrieved from https://link.springer.com/article/10.1007/s10648-011-9191-6.
Coll, C. y Monereo, C. (2008). Educación y aprendizaje en el siglo XXI: Nuevas herramientas, nuevos escenarios, nuevas finalidades. En Coll, C. y Monereo, C. (eds.), Psicología de la educación virtual. Madrid, España: Morata.
Corno, L., (1986). The metacognitive control components of self-regulated learning. Comtemporary Educational Psychology, 11(4), 333-346. Retrieved from https://www.sciencedirect.com/science/article/pii/0361476X86900299?via%3Dihu.
Crovi, D. (2016). Juventudes y cultura digital. Las redes sociales como espacio de interacción. En Crovi, D. (ed.), Redes sociales digitales: lugar de encuentro, expresión y organización para los jóvenes (pp. 13-40). México: La Biblioteca.
Crovi, D. y Lemus, M. C. (2014). Jóvenes estudiantes y cultura digital: una investigación en proceso. Bitácora de la propuesta metodológica cuantitativa. VIRTUalis, 5(9), 36-55. Recuperado de http://aplicaciones.ccm.itesm.mx/virtualis/index.php/virtualis/article/view/92.
Davidson, C. and Goldberg, D. (2009). The future of learning institutions in a digital age. England: The MIT press. Retrieved from https://dmlcentral.net/wp-content/uploads/files/Future_of_Learning.pdf.
De Benito, B., Pérez, A. y Salinas, J. (2008). Metodologías centradas en el alumno para el aprendizaje en red. Madrid: Editorial Síntesis.
Domínguez, F. y López, R. (2015). Uso de las redes sociales digitales entre los jóvenes universitarios en México. Hacia la construcción de un estado del conocimiento (2004-2014). Revista de Comunicación, 14. Recuperado de http://revistadecomunicacion.com/pdf/2015/Art048-069.pdf.
Durán, C., Varela, M. y Fortoul, G. (2015). Autorregulación en estudiantes de medicina: traducción, adaptación y aplicación de un instrumento para medirla. Investigación en Educación Médica, 4(13), 3-9.
Escurra, L. (1988). Cuantificación de la validez de contenido por el criterio de jueces. Revista de Psicología, 6(1-2). Recuperado de http://revistas.pucp.edu.pe/index.php/psicologia/article/view/4555.
Fondo de las Naciones Unidas para la Infancia [Unicef]. (2011). El estado mundial de la infancia 2011. La adolescencia una época de oportunidades. Recuperado de http://www.unicef.org/spanish/sowc2011/pdfs/SOWC-2011-Main-Report_SP_02092011.pdf.
Foro Económico Mundial [FEM]. (2012). The Global Competitiveness Report 2012-2013. Ginebra. Retrieved from http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2012-13.pdf.
George, D. and Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update. Boston, USA: Allyn & Bacon.
Guitert, M. (coord.). (2014). El docente en línea. Aprender colaborando en la red. Barcelona: Editorial UOC.
Harasim, L., Hiltz, S., Turoff, M. y Teles, M. (2000). Redes de aprendizaje. Guía para la enseñanza y el aprendizaje en red. Barcelona: Gedisa.
Holmberg, B. (1985). Status and trends of distance education. Suecia: Lector Publishing.
Instituto Nacional de Estadística y Geografía [Inegi] (2016). Estadísticas a propósito del día mundial de Internet (17 de mayo). Recuperado de http://www.inegi.org.mx/saladeprensa/aproposito/2016/internet2016_0.pdf.
Islas, C. y Delgadillo, O. (2016). La inclusión de TIC por estudiantes universitarios: una mirada desde el conectivismo. Apertura, 8(2), 116-129. Recuperado de http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/845.
Jonassen, D., Carr, C., and Yueh, H. (1995). Computers as mindtools for engaging learners in critical thinking. TecTrends, 2, 24-32.
Marini, J. A. and Boruchovitch, E. (2014). Self-Regulated Learning in Students of Pedagogy. Paidéia, 24(59), 323-330. Retrieved from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-863X2014000300323&lng=en&tlng=en.
Milojević, A., Kleut, J. and Ninković, D. (2013). Methodological Approaches to Study of Interactivity in Communication Journals. Comunicar, 21(41), 93-102.
Morfin, F. (11 febrero de 2015). Cambiar los escenarios de aprendizaje [mensaje en un blog]. Reflexiones sobre la red y el aprendizaje, aprender en red. Recuperado de https://franciscomorfin.wordpress.com/2015/02/11/cambiar-los-escenarios-de-aprendizaje/.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [Unesco]. (s. f.). La Unesco trabajando con y para los jóvenes. Recuperado de http://www.unesco.org/new/es/populartopics/youth/.
Palfrey, J., Gasser, U., Simun, M. and Barnes, R.F. (2009). Youth, creativity and copyright in the digital age. International Journal of Learning & Media, 1(2), 79-97. doi:10.1162/ijlm.2009.0022.
Panadero, E. y Alonso, J. (2014). Teorías de autorregulación educativa: una comparación y reflexión teórica. Psicología Educativa, 20 (1), 11-22. doi: 10.1016/j.pse.2014.05.002.
Pintrich, P. and Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In Wigfield, A. and Eccle, J. S. (eds.), Development of achievement motivation, (pp. 249–284). San Diego, CA: Academic Press. doi:10.1016/B978-012750053-9/50012-7.
Pintrich, P., Smith, D., García T. and McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. University of Michigan. Retrieved from https://files.eric.ed.gov/fulltext/ED338122.pdf.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). 1-6. doi.org/10.1108/10748120110424816.
Ryan, R. and Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. dx.doi.org/10.1037/0003-066X.55.1.68.
Santrock, J. (2002). Psicología de la educación. México: Mc Graw-Hill.
Schunk, D. and Pajares, F. (2002). The development of academic self-efficacy. In Wigfield, A. and Eccle, J. S. (eds.), Development of achievement motivation (pp. 15–31). San Diego, CA: Academic Press. Retrieved from https://www.uky.edu/~eushe2/Pajares/SchunkPajares2001.PDF.
Siemens, G. (2004). Conectivismo: una teoría de aprendizaje para la era digital. Recuperado de http://clasicas.filos.unam.mx/files/2014/03/Conectivismo.pdf.
Siemens, G. (2010). Conociendo el conocimiento. Recuperado de https://www.box.com/shared/31mg21z77d.
Sloep, P. and Berlanga, A. (2011). Learning Networks, Networked Learning. Comunicar, 37, 55-64. doi.org/10.3916/C37-2011-02-05.
Smith, P. (2001). Understanding Self-Regulated Learning and Its Implications for Accounting Educators and Researchers. Issues in Accounting Education, 16(4), 663-700. doi: 10.2308/iace.2001.16.4.663.
Suárez, C. y Gros, B. (2012). Aprender en red. De la interacción a la colaboración. Barcelona: Editorial UOC.
Tapscott, D. (1998). Creciendo en un entorno digital: la generación net. Colombia: McGraw-Hill.
Unión Internacional de Telecomunicaciones [UIT]. (31 de julio de 2017). ITU releases 2017 global information and communication technology facts and figures Statistics show youth continue to dominate Internet usage, while mobile broadband subscriptions set to hit 4.3 billion. Retrieved from https://www.itu.int/en/mediacentre/Pages/2017-PR37.aspx
Wang, C., Shannon, D. and Ross, M. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. doi: 10.1080/01587919.2013.835779.
Welch, S. y Comer, J. (1988). Coeficiente de alpha de Cronbach. Recuperado de http://www.uv.es/~friasnav/AlfaCronbach.pdf.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. doi:10.3102/0002831207312909
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work