Formative research in ubiquitous and virtual environments in Higher Education

Abstract

The training in research is fundamental in the quality of higher education and within this context, the technological mediation becomes pivotal to reach the student-centered learning objectives in any moment and at any time. The findings of a study, whose purpose has been to evaluate the results of the formative research of two groups of students that have interacted in learning environments (E-learning y U-learning), are presented. The research follows a quasi-experimental study with a design of chronological series and multiple treatment, framed in three stages that were defined as referencing, systematization, and analysis. The sample has been constituted by 189 students of 4th year degree in Childhood Education, at Universidad El Bosque in Bogotá, Colombia. The results reveal that U-learning environments strengthen and consolidate the formative research as a permanent process to learn educational research through the personalization, adaptation, and the situational learning, marking meaningful differences with respect to E-learning environments during the systematization stage. The intervention with U-learning environments has brought challenges and needs in the academic curriculum such as strengthening the link between evaluation and educational research in the field of professional practice, as well as the inclusion of technology to the end of making it something natural, adaptable, and interoperable, in a way that students would use it without even thinking about it. La formación en investigación es fundamental en la calidad de la Educación Superior y en este contexto, la mediación tecnológica resulta esencial para alcanzar objetivos de aprendizaje centrados en el estudiante en cualquier momento y lugar. Se presentan los hallazgos de un estudio cuyo propósito ha sido evaluar los resultados de la investigación formativa de dos grupos de estudiantes que han interactuado en ambientes de aprendizaje E-learning y U-learning. La investigación obedece a un estudio cuasi-experimental con un diseño de series cronológicas y tratamiento múltiple, enmarcada en tres etapas definidas como referenciación, sistematización y análisis. La muestra ha estado constituida por 189 estudiantes de cuarto año de Licenciatura en Educación Infantil de la Universidad El Bosque en Bogotá, Colombia. Los resultados revelan que los ambientes U-learning fortalecen la evaluación y consolidan la investigación formativa como un proceso permanente para aprender investigación educativa por medio de la personalización, adaptación y el aprendizaje situacional, marcando diferencias significativas con respecto a los ambientes E-learning durante la etapa de sistematización. La intervención con ambientes U-learning ha traído consigo retos y oportunidades de innovación en el currículo académico, tales como el fortalecimiento del vínculo entre la evaluación y la investigación educativa en los campos de práctica profesional, así como la inclusión de la tecnología hasta convertirla en algo natural, adaptable e interoperable, de modo que los estudiantes pueden utilizarla sin tan siquiera pensar en ella.

The challenge of competencies in training for educational research: a conceptual approach

“…In the first place, it is important to differentiate between the concept of technological competences and digital competences in research, computer skills and technical competences. It is fundamental to highlight that the technological competences applied in research processes are defined as the link between knowledge, skills and behaviors, required when using technological resources in the foundation, systematization, analysis, problem solving and dissemination of new knowledge (Velandia-Mesa et al, 2017). The interaction with technologies and the netiquette are a fundamental part of the collection, systematization and data analysis phase.…”

“…This argumentative element is called rebuttal, making it possible for objections to arise, formulated in academic processes and accepted within the framework of ethical research. Source: Own elaboration based on the systematization model (Velandia-Mesa et al, 2017)…”

“…Vygotsky states that most of the things that an individual learns and internalizes are associated with relationships and interactions with others in a particular context. Baker (2006) Source: Own elaboration based on the systematization model (Velandia-Mesa et al, 2017)…”

“…Focusing the analysis on the skills, knowledge and attitudes that are sought to be developed in TER, an approach to the concept of critical competence has been constructed, segmenting the term into different components; however, critical thinking, as well as creative thinking, implies understanding them as elements that are in constant dialogue (see Figure 4). Thus, the proposed classification for critical competence in TER, includes the following elements: Source: Own elaboration based on the systematization model (Velandia-Mesa et al, 2017)…”

La didáctica de la lengua en entornos virtuales de aprendizaje: el caso concreto de la enseñanza-aprendizaje del español como lengua extranjera y la plataforma Eleclips

“…Se combinan modalidades formativas de trabajo tradicional con sistemas formativos a distancia, se genera así una forma de aprendizaje acorde con las posibilidades actuales de distribución de tiempo, relaciones interpersonales y gestión de espacio (Paniagua, Luengo, Torres Carvalho y Casas, 2017). Para finalizar debemos también mencionar el u-learning, aquel que muestra el carácter ubicuo del aprendizaje que puede llevarse a cabo en cualquier sitio debido a los servicios multiplataforma, las redes móviles y los nuevos medios digitales (Barragán Sánchez, Mimbrero Mallado y Pacheco González, 2013; Velandia-Mesa, Serrano-Pastor y Martínez-Segura, 2017). Se postulan como una de las certidumbres más estables para el futuro en la educación (Jones y Jo, 2004).…”