Implicaciones de la extensión y demora de los mensajes en discusiones en línea con estudiantes de grado
DOI:
https://doi.org/10.5944/ried.25.2.32810Palabras clave:
discusión, aprendizaje social, uso didáctico del ordenador, tecnología de la educación, análisis de redes, universidadResumen
El objetivo de este estudio fue comprobar la relación de la extensión y la demora de los mensajes en discusiones en línea con la influencia entre estudiantes y el rendimiento académico en la universidad. Se diseñaron foros en Moodle y se llevaron a cabo discusiones asíncronas en línea con estudiantes de primer año de Ciencias de la Educación. Obtuvimos el recuento de palabras desde el sistema de gestión del aprendizaje, consideramos el retraso semanal para publicar mensajes en el foro y tomamos las calificaciones de los estudiantes para conocer su éxito académico. Para obtener un indicador de influencia, llevamos a cabo un análisis de redes sociales a partir de las interacciones en los debates. Después calculamos la centralidad de vector propio para cada estudiante, una vez finalizado el debate. Los resultados mostraron una correlación monotónica baja entre las notas y la extensión de los mensajes o el retraso en publicarlos. Hubo una ligera tendencia a conseguir más centralidad de vector propio a medida que se tardaba más en enviar un mensaje y cuando los mensajes eran más sintéticos. Sin embargo, no hubo valores en los coeficientes que permitieran inferir una asociación sustantiva. El nivel de correlación detectado para las calificaciones fue significativo, sobre todo para la centralidad del vector propio. Discutimos las limitaciones del estudio, la necesidad de más investigación y las implicaciones para la práctica educativa.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/32810/25368
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