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Dise√Īo t√©cnico ‚Äď Pedag√≥gico de objetos de aprendizaje adaptados a estilos de aprender
Ortu√Īo, Rosalynn Argelia Campos

Translated titleTechnical - Pedagogical Design of Objects of Learning Adapted to Styles of Learning
PublishedJuly 2017
Type of workDoctoral Thesis
PeriodicalVolume Doctoral Dissertation, Pages 1-552
PublisherResearch Group in InterAction and eLearning
InstitutionUniversity of Salamanca
AdvisorsMorgado, Erla Mariela Morales and Serran, María José Hernández
CountrySpain, Europe

ABSTRACT
Resumen

La influencia que ha tenido la irrupci√≥n de las Tecnolog√≠as de la Informaci√≥n y la Comunicaci√≥n (TIC) en las instituciones educativas es notoria; sin embargo, es a√ļn m√°s importante reconocer c√≥mo son y pueden ser afrontados los cambios, tanto a nivel tecnol√≥gico como educativo, en uno de los elementos fundamentales para la personalizaci√≥n del proceso de aprendizaje en la ense√Īanza universitaria, como son, los materiales educativos. Estos recursos se presentan, cada vez m√°s, en formato digital para ser utilizados en plataformas, respondiendo a diversas modalidades de educaci√≥n a distancia (EaD). En este trabajo de tesis se analizan los Objetos de Aprendizaje (Oas), que poseen caracter√≠sticas tecnol√≥gicas relacionadas con est√°ndares e-Learning, y caracter√≠sticas tecno-pedag√≥gicas que facilitan al estudiante la comprensi√≥n de contenidos espec√≠ficos. A partir del an√°lisis de estos recursos se plantea la pregunta que fundamenta la investigaci√≥n: ¬Ņsi se adaptan los recursos educativos digitales a las preferencias hacia un estilo de aprendizaje espec√≠fico de los estudiantes se podr√≠a lograr una mejor comprensi√≥n de los contenidos, y un mayor inter√©s por las actividades de los mismos? La interrogante se enfoca hacia la mejora del dise√Īo pedag√≥gico y estructural de los Oas, a partir de los estilos de aprendizaje de los estudiantes universitarios, para generar finalmente una propuesta que permita construir un marco com√ļn para producirlos, compartirlos y evaluarlos, y poder garantizar su calidad. Se formularon diversas hip√≥tesis para determinar si el nivel de comprensi√≥n de los contenidos, el inter√©s por las actividades y la valoraci√≥n final hacia los Oas dise√Īados para el estudio, era m√°s alta en los estudiantes que interact√ļan con un Oa espec√≠fico para su preferencia de aprendizaje, que con otro no adaptado. Para estudiar y contrastar las hip√≥tesis planteadas se aplicaron cuatro fases, con diferentes intenciones metodol√≥gicas en el transcurso de la investigaci√≥n: una intenci√≥n exploratoria, para reconocer el estado actual de los Oas y los repositorios que los almacenan; una descriptiva, con el fin de conocer c√≥mo est√°n siendo creados y utilizados estos recursos por expertos en el √°mbito Iberoamericano; y, otra emp√≠rica, con un estudio semi-experimental, donde primero se desarrollaron Oas para cada uno de los estilos de aprendizajes basados en la teor√≠a de Honey y Mumford (1986) (Activo-Reflexivo-Te√≥rico-Pragm√°tico) y despu√©s se les presentaron a una muestra de estudiantes del √°rea de Educaci√≥n de la Universidad de Salamanca. Tras una prueba piloto (N= 105), se llev√≥ a cabo el estudio (N= 394) mediante una actividad formativa, donde se identificaron los estilos de aprendizaje de los estudiantes a trav√©s del cuestionario CHAEA (Alonso, 1992), y luego se le asignaron los Oas dise√Īados, uno correspondiente a su estilo y otro contrario. Los resultados confirmaron la mayor√≠a de las hip√≥tesis planteadas, proporcionando evidencias de la importancia de la personalizaci√≥n del aprendizaje, y c√≥mo puede trabajarse desde la adaptaci√≥n de recursos educativos digitales, como los Oas, basados en los estilos de aprendizaje de los estudiantes.

Abstract

The influence of the emergence of Information and Communication Technologies (ICT) in educational institutions is notorious; However, it is even more important to recognize how technological and educational changes are, and can be, addressed in one of the fundamental elements for the personalization of the learning process in university education, such as the educational materials. These resources are increasingly presented in digital format, for their use in digital platforms in order to respond to several forms of distance education. This research focuses on the possibilities of Learning Objects (LO), which possess technological characteristics related to e-Learning standards, and technopedagogical characteristics that facilitate the student's understanding of specific contents. From the analysis of these resources the question that underlies the research is posed: if the digital educational resources are adapted to the preferences towards a students' specific learning styles a better understanding of the contents could be achieved along with a greater interest on the activities? This question is focused on improving the pedagogical and structural design of the LO, based on the students' learning styles, and finally generate a proposal to build a common framework for producing, sharing and evaluating LO, and guaranteeing their quality. Several hypotheses were formulated to determine whether the level of comprehension of content, interest in activities, and final assessment of the LO (designed for the study) was higher when students interacting with a specific LO designed for their learning preferences. To analyze and contrast the hypotheses presented four phases were applied, with different methodological intentions in the course of the investigation: an exploratory intention, to recognize the current state of the LO and the repositories that store them; a descriptive one, in order to know how these resources are being created and used by experts at the Ibero-American area; and an empirical one, with a semiexperimental study, where firstly LO wasdesigned for each of the styles of learning based on the theory of Honey and Mumford (1986) (Active-Reflective-TheoreticalPragmatic) and then presented to a sample of students in the area of Education of the University of Salamanca. After a pilot test (N= 105), the study (N= 394) was carried out through a formative activity, where the students' learning styles were identified through the CHAEA questionnaire (Alonso, 1992), and then assigned the LO designed, one corresponding to their Style, and other opposite. The results confirmed most of the initial hypotheses, providing evidence of the importance of personalization of learning, and how to work from the adaptation of digital educational resources, such as LO, based on students learning style

Keywords educaci√≥n superior · estilos de aprendizaje · estudiantes universitario · higher education · learning objects · learning styles · objeto de aprendizaje · repositories of learning object · repositorios de objetos de aprendizaje · university students

Published atSalamanca
LanguageSpanish
RefereedDoes not apply
RightsItems in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.
URLhttp://repositorio.grial.eu/handle/grial/987
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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