Enseñanza universitaria en redes sociales y aprendizaje autorregulado. Estudio de caso.

• Adriana Gewerc Barujel ^[1] ; Ana Rodríguez Groba ^[1]
  1. [1] Universidade de Santiago de Compostela

     Universidade de Santiago de Compostela

     Santiago de Compostela, España

     
• Localización: TICAI 2013-2014: TICs para el Aprendizaje de la Ingeniería / Inmaculada Plaza García (ed. lit.), Martín Llamas Nistal (ed. lit.), 2015, ISBN 978-84-8158-690-9, págs. 1-12
• Idioma: español
• Títulos paralelos:
  • University teaching in social networks and self-regulated learning. A case study.
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• Resumen

  • Social networks have become a new form of fast and horizontal communication which allow students to work in a new context where they can create, share and collaborate with friends. In that sense they have become allied with self-regulated learning development (SRL). This paper presents a study analyzing an experience at the University of Santiago de Compostela, where Stellae Research Group teachers worked on subjects from various degree programs at the Faculty of Education in an academic social network. The proposed methodology involved the elaboration of student e- Portfolios with a personal space for their learning process to be evidenced. The study analyzed how these environments enabled the development of student’sSRL. Self- Regulated Learning (SRL) is a skill in demand in the 21st century society. It aims for individuals to address the need to “learn to learn” successfully. Knowledge is recognized to be the result of interaction between individuals and the environment, thus, revealing the importance that context plays in teaching processes. As discussed by Hadwin et al. [5] self-regulated learning can be socially regulated through activities supported by others (co- regulation) or when individuals negotiate their perceptions, objectives and strategies during shared tasks. In this research,the following tools were used: MSLQ questionnaire Pintrich. [3]; techniques of social network analysis (SNA) in the framework of Learning Analytics, and assessment qualifications carried out by the teachers. The results show that this type of teaching methodology encouraged students to interact and create a rich environment for developing self- regulated learning skills. The students with lowest scores on the initial questionnaire moved to more central areas on the graphs of network comments.