Aprendizaje expansivo en entornos digitales: un análisis de redes epistémicas con perspectiva de género
DOI:
https://doi.org/10.5944/ried.26.2.36198Palabras clave:
teoría del aprendizaje, tecnología de la educación, análisis de redes, universidad a distancia, diferencia de sexoResumen
El aprendizaje en entornos digitales se enfrenta a desafíos actuales de distinta naturaleza, entre ellos, los teóricos. En este sentido, la literatura científica sobre la Teoría de la Actividad de Tercera Generación muestra la necesidad de un mayor avance y discusión a la luz de las tecnologías digitales. Este trabajo aplica la Teoría del Aprendizaje Expansivo a la evaluación de una intervención formativa en línea orientada a futuros profesionales de la educación a distancia. Para ello, seguimos un método etnográfico cuantitativo y estudiamos 158 unidades discursivas que se producen en foros asíncronos en un entorno digital aplicando un análisis de redes epistémicas (ENA). Los resultados muestran cuatro perfiles discursivos con diferencias significativas entre equipos: discurso empático-conceptual, discurso representativo-conceptual, discurso crítico y discurso comprensivo-conceptual. Se identifican acciones de aprendizaje expansivo asociadas a perfiles discursivos y diferencias significativas en función del género entre los equipos E1(mixto)-E2(mujeres), E1(mixto)-E3(mujeres), E2(mujeres)-E3(mujeres), E1(mixto)-E5(hombres), E2(mujeres)-E5(hombres) y E3(mujeres)-E5(hombres). El trabajo supone un aporte original al avanzar conocimiento para el desarrollo de la teoría del aprendizaje expansivo en educación y un aporte metodológico y empírico sobre las evidencias de aprendizaje mediado por tecnologías digitales en la educación superior. Contribuye a futuros análisis de entornos digitales de aprendizaje sensibles al género.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/36198/27634
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