Métricas alternativas
Palabras clave
Aprendizaje social
Uso didáctico del ordenador
Tecnología de la educación
Análisis de redes
Universidad Discussion
Social learning
Didactic use of computer
Educational technology
Network analysis
University
Cómo citar
Resumen
Las discusiones asíncronas en línea (DAL) sirven para aprender en la universidad, pero pierden eficacia conforme disminuye la participación de los estudiantes. Este estudio aporta un método basado en el Análisis de Redes Sociales (ARS) que aborda este problema, identificando estudiantes con un alto potencial de inclusión entre iguales durante los debates asíncronos. Para probar el método, configuramos foros de discusión en Moodle y examinamos las interacciones de 93 estudiantes de grado en el área de Ciencias de la Educación. Analizamos las redes sociales que surgieron de los debates, incluyendo 1818 conexiones. Los resultados mostraron que algunos estudiantes tenían más centralidad de cercanía y eran más accesibles que el resto. Una vez identificados, el profesorado pudo animar a estos estudiantes a incluir a quienes participaban menos en los debates. La inclusión de los compañeros tenía sentido cuando participaban en el debate sin obtener una respuesta de sus comentarios fácilmente. Este estudio abre la puerta a más investigación sobre la eficacia de las estrategias docentes basadas en el ARS, concretamente sobre la eliminación de las barreras al aprendizaje y la participación en una DAL con estudiantes universitarios.
Citas
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