Studying in Virtual University: an approach to students’ technopedagogical profiles
DOI:
https://doi.org/10.32870/Ap.v13n2.2055Keywords:
Remote education, technopedagogical profiles, learning, university studentsAbstract
This article presents some findings of ongoing investigation on preferences and activities of university students in an emergency remote education context. A qualitative research was developed through the application of two controlled instruments (questionnaires), and a more productive one (recordings of testimonies). The main contribution of this work is the identification of three student profiles based on the strategies they develop to study with technologies in their personal environments. They are known as Gutenberg, Amphibian, and Maker profiles, and some of the main characteristics of their techno-pedagogical practices are described here. The Gutenberg profile defines a group of students whose study practices and preferences are fundamentally linked to analog technologies; the Amphibian profile is defined by the combination of analogical and digital strategies, however, there is an emphasis on the emulation of analog practices. Finally, Maker profiles prefer digital technologies and they are able to recreate teaching resources into new digital objects. The results indicate that students appropriate technologies in a particular and flexible way, which puts in tension the categories native digital and millennial, since preferences and activities seem to show the presence of analogical practices along with other emerging ones.
References
Alonso, C.; Gallego, J. y Honey, P. (1994). Los estilos de aprendizaje. Procedimiento de diagnóstico y mejora. Bilbao: Ediciones Mensajero.
Bond, M. et al. (2021). Emergency remote teaching in higher education: mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), pp. 1-24. https://doi.org/10.1186/s41239-021-00282-x
Benbunan-Fich, R.; Hiltz, S. R. & Harasim, L. (2005). The online interaction learning model: An integrated theoretical framework for learning networks. En S. R. Hiltz y R. G. Goldman (eds.), Learning together online, Research on Asynchronous Learning Networks (pp. 18-36). New Jersey: Lawrence Erlbaum Associates.
Cannellotto, A. (2020). Universidades viralizadas: la formación en y post pandemia. En I. Dussel, P. Ferrante y D. Pulfer (comp.), Pensar la educación en tiempos de pandemia I. Entre la emergencia, el compromiso y la espera. Buenos Aires: Editorial UNIPE. http://biblioteca.clacso.edu.ar/Argentina/unipe/20200820015548/Pensar-la-educacion.pdf
Coll, C.; Onrubia, J. y Mauri Majós, T. (2008). Ayudar a aprender en contextos educativos: el ejercicio de la influencia educativa y el análisis de la enseñanza. Revista de Educación, (346), pp. 33-70. https://dialnet.unirioja.es/servlet/articulo?codigo=2591898
Del Prete, A. y Redón Pantoja, S. (2020). Las redes sociales on-line: Espacios de socialización y definición de identidad. Psicoperspectivas, 19(1), pp. 86-96. https://www.redalyc.org/articulo.oa?id=171063032008
Díaz Barriga, F. y Hernández Rojas, G. (2010). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista. México: McGraw Hill.
Díaz-Sarmiento, C.; López-Lambraño, M. y Roncallo-Lafont, L. (2017). Entendiendo las generaciones: una revisión del concepto, clasificación y características distintivas de los baby boomers, X y millennials. Clío América, 11(22), pp. 188-204. https://doi.org/10.21676/23897848.2440
Fariñas, G. (1995). Maestro, una estrategia para la enseñanza. La Habana: Editorial Academia.
Fenstermacher, G. D. (1997). Tres aspectos de la filosofía de la investigación sobre la enseñanza. En M. Wittrock (coord.), La investigación de la enseñanza, I. Enfoques, teorías y métodos (pp. 149-159). Buenos Aires: Paidós.
Felder, R. y Silverman, L. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), pp. 674-681. https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LSplus-note.pdf
Felder, R. (1993). Reaching the second tier: Learning and teaching styles in College Science Education. Journal of College Science Teaching, 23(5), pp. 86-290. https://www.engr.ncsu.edu/wp-content/uploads/drive/1g7mzNhke6ErAkNXsQlyxBsmkaRm8oe-/1993-Secondtier.pdf
Garrison, D. R.; Anderson, T. y Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), pp. 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Granado, M. (2019). Educación y exclusión digital: los falsos nativos digitales. Revista RESED, (7), pp. 27-41. http://dx.doi.org/10.25267/Rev_estud_socioeducativos.2019.i7.02
Gros, B. y Noguera, I. (2013). Mirando el futuro: evolución de las tendencias tecnopedagógicas en Educación Superior. Campus Virtuales, 2(2), pp. 130-140.
Gutiérrez-Rodríguez, C. A. (2018). Fortalecimiento de las competencias de interpretación y solución de problemas mediante un entorno virtual de aprendizaje. Revista de Investigación, Desarrollo e Innovación, 8(2), pp. 279-293. https://doi.org/10.19053/20278306.v8.n2.2018.7170
Hodges, C.; Moore, S.; Lockee, B.; Trust, T. & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, 27. https://er.educause.edu/ articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
Igarza, R. (2021). Presencias imperfectas: el futuro virtual de lo social. Buenos Aires: La marca editorial.
Litwin, E. (2008). El oficio de enseñar: condiciones y contextos. Buenos Aires: Paidós.
Maggio, M. (2012). Enriquecer la enseñanza. Los ambientes con alta disposición tecnológica como oportunidad. Buenos Aires: Paidós.
Pantoja Ospina, M. A.; Salazar, L. I. D. & Meneses, J. S. C. (2013). Modelos de estilos de aprendizaje: una actualización para su revisión y análisis. Revista Colombiana de Educación, (64), pp. 79-105.
Peppler, K. & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), pp. 22-27. https://journals.sagepub.com/doi/10.1177/003172171309500306
Piscitelli, A. (2009). Nativos digitales: dieta cognitiva, inteligencia colectiva y arquitectura de la participación. Buenos Aires: Sudamericana.
Popescu, E. (2009). Diagnosing students’ learning style in an educational hypermedia system. En C. Mourlas, N. Tsianos y P. Germanakos (eds.), Cognitive and Emotional Processes in Web-based Education: Integrating Human Factors and Personalization (pp. 187-208). Hershey: IGI Global.
Prensky, M. (2001). Digital natives, digital immigrants. From on the horizon. MCB University Press, 9(5), pp. 1-6.
Prensky, M. (2010). Nativos e Inmigrantes Digitales. Madrid: Distribuidora Sek.
Van Dijck, J. y Poell, T. (2018). Social media platforms and education. En J. Burgess, A. Marwick y T. Poell (eds.), The SAGE Handbook of Social Media (pp. 579-591). SAGE reference. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3091630
Wertsch, J. (1985). Vygotsky y la formación social de la mente. Buenos Aires: Paidós.
Downloads
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
