Perfiles regulativos para un aprendizaje autodirigido en MOOC

Autores/as

DOI: https://doi.org/10.6018/red.505511
Palabras clave: aprendizaje autodirigido, ecología del aprendizaje, MOOC, rregulación del aprendizaje, autoconocimiento del aprendiz, codiseño del aprendizaje

Resumen

En la actual ecología del aprendizaje la participación en entornos de aprendizaje masivos y abiertos confiere un nuevo protagonismo al aprendiz en cuanto individuo que, conectado con otros y con los recursos a su alcance, aprende de manera autónoma. En la presente investigación nos apoyamos en la regulación educativa como mecanismo necesario de los procesos de autodirección del aprendizaje en los MOOC. En concreto, se analiza un proceso de enriquecimiento metacognitivo del diseño de un MOOC con la contribución de los propios aprendices. La autorregulación se utiliza como herramienta para personalizar y flexibilizar el aprendizaje masivo en una ecología tecnificada. Se propone una herramienta de perfilado de los aprendices en la autodirección de su aprendizaje en relación a tres ejes competenciales: motivacional, social y reflexivo. El análisis cualitativo de las aportaciones a los talleres de co-diseño de un test del perfil de aprendiz y los resultados obtenidos en la implementación del test en el MOOC, aportan los resultados siguientes: a) las características de los perfiles regulativos y medidas de apoyo al aprendizaje autodirigido desde la perspectiva de los participantes; b) el comportamiento evolutivo de los distintos perfiles y su uso como instrumento en una autodirección regulada del aprendizaje en MOOC.

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Publicado
31-07-2022
Cómo citar
Barberà Gregori, E., Garcia González, I. ., & Maina, M. F. (2022). Perfiles regulativos para un aprendizaje autodirigido en MOOC. Revista de Educación a Distancia (RED), 22(70). https://doi.org/10.6018/red.505511
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