Tareas académicas para promover el PLE en educación superior: perspectivas internacionales sobre diseño educativo y agencia

Autores/as

DOI: https://doi.org/10.6018/red.526541
Palabras clave: Entornos Personales de Aprendizaje (PLE), educación superior, diseño educativo, agencia del estudiante

Resumen

El concepto de Entorno Personal de Aprendizaje (PLE) se considera como una posible lente para entender y analizar las condiciones de aprendizaje en diferentes contextos educativos desde una perspectiva ecológica, conectando con la agencia del estudiante en su aprendizaje. La literatura previa muestra enfoques parciales de cómo se implementa en la práctica educativa universitaria y deja un vacío de investigación respecto a cómo se promueve desde el diseño educativo considerando la agencia del estudiante. Es en este espacio en que se enmarca el presente estudio. A través de un enfoque cualitativo, se han realizado entrevistas semiestructuradas con 20 profesores universitarios de 5 países diferentes, para averiguar sobre las tareas educativas que promueven el PLE en sus asignaturas. Se ha analizado una muestra de 34 tareas académicas a través de un sistema de codificación basado en el diseño educativo, las partes del PLE y cómo aparece la agencia del estudiante. Los resultados muestran que la implementación de tareas para la promoción del PLE todavía tiene margen de mejora, incidiendo en aspectos de evaluación, promoción de la metacognición y la autodirección de los estudiantes. Como conclusiones, se aportan líneas de trabajo que puedan considerarse en la práctica y la investigación sobre PLE.

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Publicado
01-01-2023
Cómo citar
Castañeda, L., Marín, V. I., Scherer Bassani, P. ., Camacho, A., Forero, X., & Pérez, L. . (2023). Tareas académicas para promover el PLE en educación superior: perspectivas internacionales sobre diseño educativo y agencia. Revista de Educación a Distancia (RED), 23(71). https://doi.org/10.6018/red.526541