Diseño técnico – Pedagógico de objetos de aprendizaje adaptados a estilos de aprender
Translated title | Technical - Pedagogical Design of Objects of Learning Adapted to Styles of Learning |
Published | July 2017 |
Type of work | Doctoral Thesis |
Periodical | Volume Doctoral Dissertation, Pages 1-552 |
Publisher | Research Group in InterAction and eLearning |
Institution | University of Salamanca |
Advisors | Morgado, Erla Mariela Morales and Serran, MarÃa José Hernández |
Country | Spain, Europe |
ABSTRACT
ResumenLa influencia que ha tenido la irrupción de las TecnologÃas de la Información y la Comunicación (TIC) en las instituciones educativas es notoria; sin embargo, es aún más importante reconocer cómo son y pueden ser afrontados los cambios, tanto a nivel tecnológico como educativo, en uno de los elementos fundamentales para la personalización del proceso de aprendizaje en la enseñanza universitaria, como son, los materiales educativos. Estos recursos se presentan, cada vez más, en formato digital para ser utilizados en plataformas, respondiendo a diversas modalidades de educación a distancia (EaD). En este trabajo de tesis se analizan los Objetos de Aprendizaje (Oas), que poseen caracterÃsticas tecnológicas relacionadas con estándares e-Learning, y caracterÃsticas tecno-pedagógicas que facilitan al estudiante la comprensión de contenidos especÃficos. A partir del análisis de estos recursos se plantea la pregunta que fundamenta la investigación: ¿si se adaptan los recursos educativos digitales a las preferencias hacia un estilo de aprendizaje especÃfico de los estudiantes se podrÃa lograr una mejor comprensión de los contenidos, y un mayor interés por las actividades de los mismos? La interrogante se enfoca hacia la mejora del diseño pedagógico 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 común para producirlos, compartirlos y evaluarlos, y poder garantizar su calidad. Se formularon diversas hipótesis para determinar si el nivel de comprensión de los contenidos, el interés por las actividades y la valoración final hacia los Oas diseñados para el estudio, era más alta en los estudiantes que interactúan con un Oa especÃfico para su preferencia de aprendizaje, que con otro no adaptado. Para estudiar y contrastar las hipótesis planteadas se aplicaron cuatro fases, con diferentes intenciones metodológicas en el transcurso de la investigación: una intención exploratoria, para reconocer el estado actual de los Oas y los repositorios que los almacenan; una descriptiva, con el fin de conocer cómo están siendo creados y utilizados estos recursos por expertos en el ámbito Iberoamericano; y, otra empÃrica, con un estudio semi-experimental, donde primero se desarrollaron Oas para cada uno de los estilos de aprendizajes basados en la teorÃa de Honey y Mumford (1986) (Activo-Reflexivo-Teórico-Pragmático) y después se les presentaron a una muestra de estudiantes del área de Educación de la Universidad de Salamanca. Tras una prueba piloto (N= 105), se llevó a cabo el estudio (N= 394) mediante una actividad formativa, donde se identificaron los estilos de aprendizaje de los estudiantes a través del cuestionario CHAEA (Alonso, 1992), y luego se le asignaron los Oas diseñados, uno correspondiente a su estilo y otro contrario. Los resultados confirmaron la mayorÃa de las hipótesis planteadas, proporcionando evidencias de la importancia de la personalización del aprendizaje, y cómo puede trabajarse desde la adaptación 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
Published at | Salamanca |
Language | Spanish |
Refereed | Does not apply |
Rights | Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
URL | http://repositorio.grial.eu/handle/grial/987 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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