Antes de entrar en la oposición entre perspectiva cuantitativa y perspectiva cualitativa de la investigación social, se argumenta la necesidad de considerar el proceso de investigación social como un proceso social y las propias situaciones de observación empírica como situaciones sociales. Por lo tanto, en la investigación social el objeto de observación y las vías de observación son de la misma materia. Como en toda situación social, en la de observación se ponen en juego normas sociales. Pues bien, el artículo desarrolla la presentación de tres prácticas de investigación social cualitativa desde su concepción como producción de situaciones sociales distintas que, a su vez, se establecen como contextos inmediatos que favorecen respectivas articulaciones entre las normas prácticas y de grupos sociales específicos y las normas sociales dominantes en el conjunto de la sociedad. Las prácticas presentadas son: observación participante, entrevista en profundidad y grupo de discusión. Una articulación distinta entre normas sociales que tiene en el silencio una vía privilegiada de observación. Así, se concluye que la gestión y análisis del silencio es fundamental, tanto para diferenciar la perspectiva cualitativa de la cuantitativa, con una mayor apertura de la primera hacia el silencio, como para diferenciar una práctica de otra; pero, sobre todo, para observar los propios efectos de la observación durante los procesos de observación. Palabras clave: Sociología. Etnografía. Observación participante. Entrevista, grupo de discusión. Análisis cualitativo. Técnicas de investigación. Investigación cualitativa.
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study covering 17 MOOCs offered in UNED's own platform, and collects information from a sample of more than 24000 learners (initial survey) and 2003 learners (final survey). The paper first presents an overview of the MOOC experience at UNED, introducing the main features of these courses. Afterwards, it focuses on the methodology used in the study and in the information gathered in the second edition of UNED MOOCs, which took place from November 2013 until March 2014. Learners' average profile is a Spanish female, approximately 37 years old, with a University degree, and generally employed. For many of the participants, UNED MOOCs were their first experiences with these sorts of courses, and the main reasons for enrolment were the course topic and the perceived usefulness for professional development. The expectations regarding completion and certification where initially very high, but completion rates remain below 14%. In the final survey, the overall experience in the MOOCs and the different tools used in the courses were highly valued by learners, except the support figures (curator, facilitator, peers), which received lower ratings. These findings are of interest for the institution and further research, refining learning analytics, is encouraged.
Purpose – The paper aims to offer information regarding the degree of homogenization of eating times in the UK and Spain. The objective is to compare two societies by the ways their respective members organize the time spent on eating. Eating time organization is examined via two parameters: eating rhythms and their duration. The authors study the former by comparing daily meals timetables. Duration is studied via the time spent on eating and cooking. Design/methodology/approach – Data from time-use surveys in Spain and the UK have been used for this work and various specific aspects of eating have been analyzed. First we consider the time devoted to eating; second, the timetables of the main intakes: third, the time spent cooking. Since in these sections it is noted that eating out is the behavior that most differentiates Spaniards and Britons, another section is given specifically to analyzing this behavior. Four categories were established by using a scaled variable to collect the time when the main activity is eating out: Home consumption, which shows are those that do not spend time eating or drinking out. Short time eating out: those who spend half an hour at most eating or drinking out. Average time eating out: those who spend between half an hour and one hour eating or drinking out. Long time eating out: those who spend more than an hour eating or drinking out. The comparison was made using respective sub-samples limited by age, between 16 and 65, as this is the potentially active population, integrated into the labor market in both countries. Findings – British and Spanish timetables do not coincide. The British spread their important meals through the day, while Spaniards concentrate them between 1.30 and 4 o'clock in the afternoon (lunch) and between 8.30 and 11 o'clock in the evening (dinner). In the Spanish case this makes for important peaks of individuals eating at the same time: in the periods 2:20/2:30 and 21:10/21:20. In the UK they are spread more throughout the day and do not reach comparable maximums. In Spain an average of 20 minutes (23.2 minutes) more is spent on the main meals than in the UK. This difference is found mainly among those who eat at home. Differences in eating out are quite smaller for Britain and Spaniards. They make a greater collective effort to synchronize this activity and, therefore, to a greater extent the day's structure. In both societies an eating norm shared by their members that reproduces cultural aspects characteristic of each one is maintained. The evaluation of eating is in the time and place of meals. In the British case, compared with the Spanish one, there is a greater tendency to eat out and spend little time, without taking into account comparison with time spent going home to eat. This tendency points to a lesser value being given to the practice. If to this factor we add the differences in time both societies devote to cooking, longer in the Spanish one, the different nature of the social act of eating has in each society is highlighted. Practical implications – Time analysis offers a new dimension to the exploration of the homogenization of food consumption. Other types of data used to establish international comparisons on food, especially data on food consumption, show a homogeneous image of food consumption among countries. Conversely, time analysis reveals a more heterogeneous image on this issue. Originality/value – It offers the possibility to do multivariate analysis, which allows us to assess which variables are the most relevant to understand the amount of time devoted to the preparation of food.
ResumenEste artículo presenta los resultados de la evaluación de experiencia de MOOC (Massive Open Online Course) ofertados desde distintas universidades en diferentes puntos de Europa, siendo cursados en más de 30 países. Internacionalidad que está en la base de este tipo de oferta de enseñanza. El análisis integra algunas de las múltiples dimensiones que se pueden evaluar de los MOOC y se lleva a cabo a partir de dos encuestas online realizadas en el primer y segundo semestre del año 2015. Se evalúa la experiencia de los MOOC integrando: aspectos relativos al perfil sociodemográfico de los estudiantes, su opinión respecto a la interacción con los pares y sus expectativas a la hora de cursar este tipo de formación. Se plantea si la expansión de este tipo de formación se corresponde con el efecto social y democratizador del conocimiento que se le atribuye a esta modalidad. El artículo plantea y observa el funcionamiento de distintas metodologías propuestas por los cursos que se analizan, con el objetivo de ofrecer una aproximación a las mejores prácticas que ayuden a configurar propuestas para el desarrollo de este tipo de cursos a distintos contextos y países concretos, y a distintas disciplinas. Destaca la estabilidad en la evaluación de las dimensiones tomadas en cuenta, especialmente de aquellas compartidas por el conjunto de los cursos. Esta estabilidad apunta a la fiabilidad de la evaluación y la propia consistencia de la valoración favorable dada a las dimensiones, habiendo obtenido un notable grado de satisfacción.Palabras clave: MOOC; evaluación; experiencia; interacción entre pares; expectativas. AbstractThis article presents the results of the evaluation of an experience of MOOC (Massive Open Online Course) offered by different European universities. The courses were issued in more than 30 countries. Internationality is one of the basis of this type of training as a direct result of its openness. The analysis integrates some of the multiple dimensions that can be assessed from MOOCs and it is carried out from two online surveys in the first and second halves of 2015. The experience of these MOOC is evaluated by integrating: aspects of sociodemographic profile students, their opinions regarding the interaction between peers and their expectations about this type of training. The article observes the opinion on different methodologies proposed by the courses, in order to approach to best practices that could help new proposals of MOOC to different contexts and countries, and different subjects. The article emphasizes the stability of the results of the evaluation of the dimensions taken into account. I.S.S.N.: 1138-2783 Such stability points to the evaluation's reliability and own consistency of the favorable assessment obtained by those dimensions, with a remarkable degree of satisfaction. RIED. Revista Iberoamericana de Educación a DistanciaKeywords: MOOC; assessment; experience; peer interaction; expectations Este artículo presenta los resultados de la evaluación de experiencias de los MOOC que i...
El proceso de digitalización ha supuesto una auténtica revolución en el sistema de la comunicación mediada institucionalmente. La gran mayoría de medios de comunicación tienen dificultades para encontrar un modelo económico para subsistir. Puede decirse que, a falta de nuevos modelos, están anclados en prácticas de difusión masiva y centralizada que cabe considerar como básicamente cosa del pasado. Pues bien, lo mismo ocurre con algo tan básico a tal modelo centralizado como la investigación de audiencia. Tras describir cuál ha sido el papel de la investigación de audiencias en ese modelo de difusión masiva y cómo se ha mantenido, a pesar de las críticas emergidas desde los principales actores de ese modelo a su forma de funcionamiento, se establece una sintética panorámica de los retos que ha de afrontar la investigación de audiencias para adaptarse a la transformación digital, ya que el sistema de la comunicación mediada institucionalmente y su relación con el sistema de mercado han cambiado radicalmente.
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