Modelo de competencias para el aprendizaje online en educación superior: un análisis bibliométrico y revisión sistemática
DOI:
https://doi.org/10.5944/ried.28.1.41351Palabras clave:
aprendizaje online, modelo de competencias, curriculumResumen
Con el auge de la educación online, las universidades buscan optimizar la experiencia de los estudiantes a distancia. Para ello, es crucial desarrollar competencias clave en los futuros profesionales, como habilidades transferibles, regulación emocional, desarrollo profesional, autogestión y autoeficacia. La comprensión del impacto del entorno online en el compromiso es fundamental para la implementación exitosa de programas online. Este artículo presenta una revisión sistemática de la literatura y un análisis bibliométrico de 781 artículos, explorando tendencias en publicaciones, revistas de alto impacto, países, instituciones y análisis de palabras clave con VOSviewer. Se analiza el estado actual del arte y las últimas tendencias educativas para impulsar el aprendizaje online. Finalmente, se propone un modelo que integra los principales conceptos del mapa de coocurrencia de VOSviewer en el contexto del aprendizaje online en educación superior para estudiantes graduados. Este marco ofrece una representación concreta para integrar las herramientas y tecnologías del aprendizaje online en la educación superior. Además, este marco será fundamental para comprender las habilidades necesarias en la educación en línea, especialmente la reflexión crítica y las competencias profesionales. Combina conceptos teóricos innovadores y ofrece una visión prometedora para el futuro de la educación. Si bien el e-learning presenta un gran potencial, es necesario abordar sus limitaciones y trabajar para asegurar que todos los estudiantes tengan las mismas oportunidades de desarrollo en este entorno educativo en constante transformación.
Descargas
Citas
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies. Education Sciences, 11(1), 24. https://doi.org/10.3390/educsci11010024
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180
Al-Ashmori, Y. Y., Othman, I., & Rahmawati, Y. (2020). Bibliographic analysis of BIM Success Factors and Other BIM Literatures using Vosviewer: A Theoretical Mapping and Discussion. Journal of Physics: Conference Series, 1529(4), 042105. https://doi.org/10.1088/1742-6596/1529/4/042105
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Al Hattab, M., & Hamzeh, F. (2015). Using social network theory and simulation to compare traditional versus BIM–lean practice for design error management. Automation in Construction, 52, 59-69. https://doi.org/10.1016/j.autcon.2015.02.014
Álvarez-Huerta, P., Muela, A., & Larrea, I. (2021). Student engagement and creative confidence beliefs in higher education. Thinking Skills and Creativity, 40, 100821. https://doi.org/10.1016/j.tsc.2021.100821
Antonaci, A., Klemke, R., & Specht, M. (2019). The Effects of Gamification in Online Learning Environments: A Systematic Literature Review. Informatics, 6(3), 32. https://doi.org/10.3390/informatics6030032
Banjević, K., Gardasevic, B., Nastasic, A., & Radivojevic, V. (2021). Student performance: is there difference between traditional and distance learning? Mednarodno Inovativno Poslovanje = Journal of Innovative Business and Management, 13(2), 84-92. https://doi.org/10.32015/JIBM.2021.13.2.8
Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M. M., & Neuhann, F. (2020). Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review. Computers & Education, 145, 103726. https://doi.org/10.1016/j.compedu.2019.103726
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44. https://doi.org/10.1080/07294360802444347
Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367-1385. https://doi.org/10.1007/s10639-019-10027-z
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. https://doi.org/10.1016/j.compedu.2009.11.008
Chhinzer, N., & Russo, A. M. (2018). An exploration of employer perceptions of graduate student employability. Education + Training, 60(1), 104-120. https://doi.org/10.1108/ET-06-2016-0111
Dendir, S., & Maxwell, R. S. (2020). Cheating in online courses: Evidence from online proctoring. Computers in Human Behavior Reports, 2, 100033. https://doi.org/10.1016/j.chbr.2020.100033
Dewan, M. A. A., Murshed, M., & Lin, F. (2019). Engagement detection in online learning: a review. Smart Learning Environments, 6(1), 1. https://doi.org/10.1186/s40561-018-0080-z
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465. https://doi.org/10.1007/s12528-018-9179-z
El Refae, G. A., Kaba, A., & Eletter, S. (2021). Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298-318. https://doi.org/10.1108/ITSE-08-2020-0128
Esser, S., & Fahland, D. (2021). Multi-Dimensional Event Data in Graph Databases. Journal on Data Semantics, 10(1–2), 109–141. https://doi.org/10.1007/s13740-021-00122-1
Evans, C. (2014). Twitter for teaching: Can social media be used to enhance the process of learning? British Journal of Educational Technology, 45(5), 902–915. https://doi.org/10.1111/bjet.12099
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Forcael, E., Garcés, G., Bastías, E., & Friz, M. (2019). Theory of Teaching Techniques Used in Civil Engineering Programs. Journal of Professional Issues in Engineering Education and Practice, 145(2). https://doi.org/10.1061/(ASCE)EI.1943-5541.0000401
Forcael, E., Garcés, G., & Díaz-Lantada, A. (2021). Panel: How do we teach in Engineering? Educational Paradigms and Teaching Strategies for University Educators. 2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC), 571-577. https://doi.org/10.1109/WEEF/GEDC53299.2021.9657244
Forcael, E., Garcés, G., & Orozco, F. (2022). Relationship Between Professional Competencies Required by Engineering Students According to ABET and CDIO and Teaching-Learning Techniques. IEEE Transactions on Education, 65(1), 46-55. https://doi.org/10.1109/TE.2021.3086766
Fugate, M., Kinicki, A. J., & Ashforth, B. E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behavior, 65(1), 14-38. https://doi.org/10.1016/j.jvb.2003.10.005
Galaz-Delgado, E. I., Herrera, R. F., Atencio, E., Muñoz-La Rivera, F., & Biotto, C. N. (2021). Problems and Challenges in the Interactions of Design Teams of Construction Projects: A Bibliometric Study. Buildings, 11(10), 461. https://doi.org/10.3390/buildings11100461
Galvez, C. (2018). Análisis de co-palabras aplicado a los artículos muy citados en Biblioteconomía y Ciencias de la Información (2007-2017). Transinformação, 30(3), 277-286. https://doi.org/10.1590/2318-08892018000300001
Garcés, G. (2020a). Atributos de liderazgo entre los Gerentes de Proyectos: Una Revisión desde el Desempeño y la Incertidumbre en los Proyectos de Remodelación de Edificios. Revista Ingeniería de Obras Civiles, 10(1), 15-31. https://rioc.ufro.cl/index.php/rioc/article/view/2100
Garcés, G. (2020b). A literature review on leadership qualities among Project Managers of building refurbishment. Revista Ingeniería de Construcción, 35(1), 45-59. https://doi.org/10.4067/S0718-50732020000100045
Garcés, G., & Forcael, E. (2020). Proposal for a relationship between educational paradigms and engineering teaching-learning techniques. Revista Educación en Ingeniería, 15(29), 104–113. https://doi.org/10.26507/rei.v15n29.1072
Garcés, G., & Peña, C. (2020). Ajustar la Educación en Ingeniería a la Industria 4.0: Una visión desde el desarrollo curricular y el laboratorio. Revista de Estudios y Experiencias en Educación, 19(40), 129-148. https://doi.org/10.21703/rexe.20201940garces7
Garcés, G., & Peña, C. (2022). Adapting engineering education to BIM and industry 4.0: A view from Kolb’s experiential theory in the laboratory. Ingeniare. Revista Chilena de Ingeniería, 30(3), 497-512. https://doi.org/10.4067/S0718-33052022000300497
Gherheș, V., Stoian, C. E., Fărcașiu, M. A., & Stanici, M. (2021). E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors. Sustainability, 13(8), 4381. https://doi.org/10.3390/su13084381
Goh, T.-T., & Yang, B. (2021). The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment. International Journal of Educational Technology in Higher Education, 18(1), 49. https://doi.org/10.1186/s41239-021-00285-8
Golbeck, J. (2013). Network structure and measures. In Analyzing the Social Web (pp. 25-44). Morgan Kaufmann. https://doi.org/10.1016/B978-0-12-405531-5.00003-1
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12864
Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79-89. https://doi.org/10.1016/j.compedu.2016.07.003
Harden, A., & Thomas, J. (2010). Mixed methods and systematic reviews: Examples and emerging issues. Sage Publications. https://doi.org/10.4135/9781506335193.n29
Heymann, P., Bastiaens, E., Jansen, A., van Rosmalen, P., & Beausaert, S. (2022). A conceptual model of students’ reflective practice for the development of employability competences, supported by an online learning platform. Education + Training, 64(3), 380-397. https://doi.org/10.1108/ET-05-2021-0161
Hickethier, G., Tommelein, I. D., & Lostuvali, B. (2023). Social network analysis of information flow in an IPD-project design organization. Proceedings of the International Group for Lean Construction, 319-328.
Hosseini, M. R., Maghrebi, M., Akbarnezhad, A., Martek, I., & Arashpour, M. (2018). Analysis of Citation Networks in Building Information Modeling Research. Journal of Construction Engineering and Management, 144(8). https://doi.org/10.1061/(ASCE)CO.1943-7862.0001492
Humburg, M., & Van der Velden, R. K. (2013). What is expected of higher education graduates in the 21st century? https://doi.org/10.26481/umaror.2013013
Li, W., Huang, J.-Y., Liu, C.-Y., Tseng, J. C. R., & Wang, S.-P. (2023). A study on the relationship between student’ learning engagements and higher-order thinking skills in programming learning. Thinking Skills and Creativity, 49, 101369. https://doi.org/10.1016/j.tsc.2023.101369
Matarneh, S. T., Danso-Amoako, M., Al-Bizri, S., Gaterell, M., & Matarneh, R. (2019). Building information modeling for facilities management: A literature review and future research directions. Journal of Building Engineering, 24, 100755. https://doi.org/10.1016/j.jobe.2019.100755
Miguel, S., Caprile, L., & Jorquera-Vidal. (2018). Co-term and social networks analysis for the generation of subject maps. El Profesional de La Información, 17(6).
Mittal, P., & Raghuvaran, S. (2021). Entrepreneurship education and employability skills: the mediating role of e-learning courses. Entrepreneurship Education, 4(2), 153-167. https://doi.org/10.1007/s41959-021-00048-6
Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: a comparative analysis. Scientometrics, 106(1), 213-228. https://doi.org/10.1007/s11192-015-1765-5
Oladinrin, O. T., Arif, M., Rana, M. Q., & Gyoh, L. (2023). Interrelations between construction ethics and innovation: a bibliometric analysis using VOSviewer. Construction Innovation, 23(3), 505-523. https://doi.org/10.1108/CI-07-2021-0130
Oraee, M., Hosseini, M. R., Papadonikolaki, E., Palliyaguru, R., & Arashpour, M. (2017). Collaboration in BIM-based construction networks: A bibliometric-qualitative literature review. International Journal of Project Management, 35(7), 1288-1301. https://doi.org/10.1016/j.ijproman.2017.07.001
Palmer, S., & Holt, D. (2010). Students’ perceptions of the value of the elements of an online learning environment: looking back in moving forward. Interactive Learning Environments, 18(2), 135-151. https://doi.org/10.1080/09539960802364592
Palomino-Flores, P., & Cristi-López, R. (2023). Virtual Classroom and the Impact of E-Skills on the Performance of Peruvian University Students (pp. 503-512). https://doi.org/10.1007/978-981-99-5414-8_46
Panagiotarou, A., Stamatiou, Y. C., Pierrakeas, C., & Kameas, A. (2020). Gamification Acceptance for Learners with Different E-Skills. International Journal of Learning, Teaching and Educational Research, 19(2), 263-278. https://doi.org/10.26803/ijlter.19.2.16
Park, S., & Kim, S. (2021). Is Sustainable Online Learning Possible with Gamification?-The Effect of Gamified Online Learning on Student Learning. Sustainability, 13(8), 4267. https://doi.org/10.3390/su13084267
Peña, C., Olmi, H., Gutiérrez, S., & Garcés, G. (2021). Diseño de un curso en modalidad virtual bajo la visión de Aprendizaje Basado en Proyectos. Revista Educación en Ingeniería, 16(31), 26-34. https://doi.org/10.26507/rei.v16n31.1161
Rabbany, R., Elatia, S., Takaffoli, M., & Zaïane, O. R. (2014). Collaborative Learning of Students in Online Discussion Forums: A Social Network Analysis Perspective (pp. 441-466). https://doi.org/10.1007/978-3-319-02738-8_16
Ramírez, F., Seco, A., & Cobo, E. P. (2011). New Values for Twenty-First Century Engineering. Journal of Professional Issues in Engineering Education and Practice, 137(4), 211–214. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000068
Ryan, S., Scott, B., Freeman, H., & Patel, D. (2013). The Virtual University. Routledge. https://doi.org/10.4324/9781315042022
Sadeghi, M. (2019). A Shift from Classroom to Distance Learning: Advantages and Limitations. International Journal of Research in English Education, 4(1), 80–88. https://doi.org/10.29252/ijree.4.1.80
Salmon, G., Ross, B., Pechenkina, E., & Chase, A.-M. (2015). The space for social media in structured online learning. Research in Learning Technology, 23(1), 28507. https://doi.org/10.3402/rlt.v23.28507
Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2319
Tomlinson, M. (2008). ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49-61. https://doi.org/10.1080/01425690701737457
Tomlinson, M. (2012). Graduate Employability: A Review of Conceptual and Empirical Themes. Higher Education Policy, 25(4), 407-431. https://doi.org/10.1057/hep.2011.26
Tymon, A. (2013). The student perspective on employability. Studies in Higher Education, 38(6), 841-856. https://doi.org/10.1080/03075079.2011.604408
Van Eck, N. J., & Waltman, L. (2013). VOSviewer Manual.
Van Eck, N. J., & Waltman, L. (2014). CitNetExplorer: A new software tool for analyzing and visualizing citation networks. Journal of Informetrics, 8(4), 802-823. https://doi.org/10.1016/j.joi.2014.07.006
Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632. https://doi.org/10.1007/s11159-019-09792-3
Wang, H., Pan, Y., & Luo, X. (2019). Integration of BIM and GIS in sustainable built environment: A review and bibliometric analysis. Automation in Construction, 103, 41-52. https://doi.org/10.1016/j.autcon.2019.03.005
Wu, W.-H., Jim Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., & Huang, S.-H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827. https://doi.org/10.1016/j.compedu.2012.03.016
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337
Zhang, Y., & Lin, C.-H. (2020). Student interaction and the role of the teacher in a state virtual high school: what predicts online learning satisfaction? Technology, Pedagogy and Education, 29(1), 57-71. https://doi.org/10.1080/1475939X.2019.1694061
