Contenido principal del artículo

Andres Chiappe
Universidad de La Sabana
Colombia
http://orcid.org/0000-0002-9664-4833
Biografía
Nubia Amado
Universidad de La Sabana
Colombia
http://orcid.org/0000-0002-7859-3921
Leonardo Leguizamón
Universidad de La Sabana
Colombia
Vol. 6 Núm. 1 (2020), Artículos, Páginas 34-41
DOI: https://doi.org/10.24310/innoeduca.2020.v6i1.4959
Derechos de autor Cómo citar

Resumen

En un mundo altamente interconectado y mediado por tecnologías, la forma como la educación se reconoce como un fenómeno comunicativo resulta de alta relevancia para comprender su desarrollo y posibilidades futuras. En este texto, se analiza la educomunicación desde las interacciones que suceden en distintos entornos digitales de aprendizaje, especialmente desde la presencialidad apoyada en Tecnologías de la información y la comunicación (TIC), el blended learning, e-learning, el aprendizaje móvil y los Cursos Masivos Abiertos y En línea (MOOC). Este análisis se condujo a partir de una revisión sistemática de literatura de 240 artículos sobre la investigación generada sobre estos tópicos, durante los últimos 20 años.

Los resultados muestran que más allá de la evidente importancia que tiene la interacción para el desarrollo de las prácticas educativas, los distintos entornos digitales suponen distintas maneras de concebir y desplegar los procesos de interacción, dentro y fuera de las aulas de clase.

Lo anterior supone la necesidad imperiosa de ajustar los actuales procesos de formación docente de tal manera que lo profesores logren comprender estas diferencias y reconozcan sus implicaciones tanto teóricas como prácticas.

Descargas

La descarga de datos todavía no está disponible.

Detalles del artículo

Referencias

Almenara, J. C., Del Carmen Llorente Cejudo, M., & Martínez, A. I. V. (2014). MOOC’s typologies: Design and educational implications [Las tipologías de mooc: Su diseño e implicaciones educativas]. Profesorado, 18(1), 13–26. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903777480&partnerID=40&md5=899b53179e524eb8fc59ee75ab6da888

Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38. https://doi.org/10.1016/j.compedu.2014.08.006
Bartolomé, A. (2004). Blended learning. Conceptos básicos. Píxel-Bit. Revista de Medios y Educación, 23, 7–20.

Cánepa, G., & Ardèvol, E. (2014). Diversidad cultural, visualidades y tecnologías digitales. Anthropologica Del Departamento de Ciencias Sociales, 32(33), 5–9. Retrieved from http://www.redalyc.org/pdf/886/88636924001.pdf

Castro-Rodríguez, Y., & Lara-Verástegui, R. (2017). Percepción del blended learning en el proceso enseñanza aprendizaje por estudiantes del posgrado de Odontología. Educación Médica, 1–6. https://doi.org/10.1016/j.edumed.2017.03.028

Chiappe, A., & Arias, V. (2016). La Educomunicación en entornos digitales: un análisis desde los intercambios de información. Opción, 32(7), 461–479. Retrieved from http://produccioncientificaluz.org/index.php/opcion/article/view/21486

de Waard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. Ö., Rodriguez, C. O., & Gallagher, M. S. (2012). Merging MOOC and mLearning for Increased Learner Interactions: International Journal of Mobile and Blended Learning, 4(4), 34–46. https://doi.org/10.4018/jmbl.2012100103

Ersoy-Babula, A. I., & Babula, M. (2018). Learning on the move business students’ adaptation of virtual learning environment and mobile device technology. The International Journal of Management Education, 16(2), 321–326. https://doi.org/10.1016/j.ijme.2018.04.007

Fernández-Cárdenas, J. M. (2013). El habla en interacción y la calidad educativa: los retos de la construcción de conocimiento disciplinar en ambientes mediados por tecnología digital. Revista Mexicana de Investigación Educativa, 18(56), 223–248.

Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0024-z

Figueira, A. (2009). Mapping e-learning interactions using social network analysis. In Proceedings of the 8th IASTED International Conference on Web-based Education, WBE 2009 (pp. 66–72). Phuket; Thailand: IASTED. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-74549205229&partnerID=40&md5=a6e2ef6e77021613be279385a9557d8e

Géczy, P. (2009). Human behavior and interactions in web environments. In ICEIS 2009 - 11th International Conference on Enterprise Information Systems, Proceedings (Vol. DISI, p. IS-5-IS-6). Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-74549191075&partnerID=40&md5=491b2ce9a3239d630bbf9ede7220c60b

Gholizadeh, M., Taghiyareh, F., & Alvandkoohi, S. (2018). Toward a Propensity-Oriented Player Typology in Educational Mobile Games: International Journal of Game-Based Learning, 8(2), 55–67. https://doi.org/10.4018/IJGBL.2018040105

Gregory, A. T., & Denniss, A. R. (2018). An Introduction to Writing Narrative and Systematic Reviews — Tasks, Tips and Traps for Aspiring Authors. Heart, Lung and Circulation, 27(7), 893–898. https://doi.org/10.1016/j.hlc.2018.03.027

Gunga, S. O., & Ricketts, I. W. (2008). The Prospects for E‐Learning Revolution in Education: A philosophical analysis. Educational Philosophy and Theory, 40(2), 294–314. https://doi.org/10.1111/j.1469-5812.2007.00332.x

Hanzu-Pazara, R., & Barsan, E. (2010). Teaching techniques - Modern bridges between lecturers and students. In International Conference on Engineering Education and International Conference on Education and Educational Technologies - Proceedings (pp. 176–181). Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-79958747098&partnerID=40&md5=aaa782301541043ac573c256c8384845

Hijón-Neira, R., Velázquez-Iturbide, J. Á., Barn, B., & Oussena, S. (2008). A Comparative Study on the Analysis of Students Interactions in e-Learning (pp. 20–22). IEEE. https://doi.org/10.1109/ICALT.2008.282

Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157–168. https://doi.org/10.1016/j.compedu.2016.03.016

Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), 77–87. https://doi.org/10.1080/0305569032000159750

Kazi, S. A. (2007). MILE: Mobile intelligent learning environment - A conceptual framework for mLearning. International Journal of Engineering Education, 23(3), 468–473. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-34547195757&partnerID=40&md5=97fb954c8a422b8ba53ec467b05217e3

Li, K. C., Lee, L. Y.-K., Wong, S.-L., Yau, I. S.-Y., & Wong, B. T.-M. (2018). Effects of mobile apps for nursing students: learning motivation, social interaction and study performance. Open Learning: The Journal of Open, Distance and e-Learning, 33(2), 99–114. https://doi.org/10.1080/02680513.2018.1454832

Lobel, M., Neubauer, M., & Swedburg, R. (2005). Comparing How Students Collaborate to Learn About the Self and Relationships in a Real-Time Non-Turn-Taking Online and Turn-Taking Face-to-Face Environment. Journal of Computer-Mediated Communication, 10(4), 00–00. https://doi.org/10.1111/j.1083-6101.2005.tb00281.x

Lorenzo, A. R. (2017). Comparative study on the performance of bachelor of secondary education (BSE) students in educational technology using blended learning strategy and traditional face-to-face instruction. Turkish Online Journal of Educational Technology, 16(3), 36–46. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025070933&partnerID=40&md5=7b0837cb89a462e5341aaf77844bc021

Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77–83. https://doi.org/10.1016/j.compedu.2014.08.005

Mariño, J. C. G. (2006). B-Learning utilizando software libre, una alternativa viable en Educación Superior. Revista Complutense de Educación, 17(1), 121.

Mohamed, M. H., & Hammond, M. (2018). MOOCs: a differentiation by pedagogy, content and assessment. International Journal of Information and Learning Technology, 35(1), 2–11. https://doi.org/10.1108/IJILT-07-2017-0062

Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41–52. https://doi.org/10.1016/j.compedu.2018.04.012

Montepare, J. M. (2014). Nonverbal Behavior in the Digital Age: Meanings, Models, and Methods. Journal of Nonverbal Behavior, 38(3), 279–281. https://doi.org/10.1007/s10919-014-0187-z

Morán, L. (2012). Blended–learning. Desafío y oportunidad para la educación actual. EDUTEC, Revista Electrónica de Tecnología Educativa, 39. Retrieved from http://edutec.rediris.es/Revelec2/Revelec39/pdf/Edutec-e_39_%20Moran.pdf

Perez Pinal, F., Nava, S., Nunez Perez, J., Araujo Vargas, I., Vera Cardenas, E., & Barranco Gutierrez, A. (2016). Experimental B-learning laboratory for an electrical machines undergraduate course. IEEE Latin America Transactions, 14(2), 524–529. https://doi.org/10.1109/TLA.2016.7437188

Quesada, M., & Solernou, I. A. (2013). Acercamiento al estudio de la comunicación educativa en una facultad universitaria en salud. Educación Médica Superior, 27(4), 366–373.

Riley, J. M., Ellegood, W. A., Solomon, S., & Baker, J. (2017). How mode of delivery affects comprehension of an operations management simulation: Online vs face-to-face classrooms. Journal of International Education in Business, 10(2), 183–200. https://doi.org/10.1108/JIEB-09-2016-0025

Salas, A., & Pírela, J. L. (2010). Diseño de una metodología de gestión del conocimiento para la educación a distancia sustentada en el enfoque B-Learning. In 1 jornadas internacionales de educación a distancia (pp. 1–6). Zulia: Universidad del Zulia. Retrieved from http://sed.luz.edu.ve/jornadas/wp-content/uploads/Dise%C3%83%C2%B1o-de-una-Metodolog%C3%83%C2%ADa-de-Gesti%C3%83%C2%B3n_A_Salas.pdf

Shu, H., & Gu, X. (2018). Determining the differences between online and face-to-face student–group interactions in a blended learning course. The Internet and Higher Education, 39, 13–21. https://doi.org/10.1016/j.iheduc.2018.05.003

Shu, H., Wei, Y., & Gu, X.-Q. (2017). Is There Difference between In and Out of Classroom? Harnessing the Group Interaction of Blended Learning (pp. 186–188). Timisoara, Romania: IEEE. https://doi.org/10.1109/ICALT.2017.159

Smith, B., & Eng, M. (2013). MOOCs: A Learning Journey. In S. K. S. Cheung, J. Fong, W. Fong, F. L. Wang, & L. F. Kwok (Eds.), Hybrid Learning and Continuing Education (Vol. 8038, pp. 244–255). Berlin, Heidelberg: Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-39750-9_23

Stanton, W. W., & Stanton, A. D. (2017). Traditional and Online Learning in Executive Education: How Both Will Survive and Thrive: Traditional and Online Learning in Executive Education. Decision Sciences Journal of Innovative Education, 15(1), 8–24. https://doi.org/10.1111/dsji.12119

Sunar, A. S., White, S., Abdullah, N. A., & Davis, H. C. (2017). How Learners’ Interactions Sustain Engagement: A MOOC Case Study. IEEE Transactions on Learning Technologies, 10(4), 475–487. https://doi.org/10.1109/TLT.2016.2633268

Tovar, N. (2013). La educomunicación en la universidad virtual: retos del modelo/Educommunication in the Virtual University: Challenges of the model. Estudios Sobre El Mensaje Periodístico, 19, 491–499. Retrieved from http://revistas.ucm.es/index.php/esmp/article/download/42135/40114

Troussas, C., Krouska, A., & Virvou, M. (2017). Social interaction through a mobile instant messaging application using geographic location for blended collaborative learning (pp. 1–5). IEEE. https://doi.org/10.1109/IISA.2017.8316395

Velázquez Sortino, M., Gómez-Zermeño, M. G., & Alemán De La Garza, L. (2017). Interactions in a massive, online, open course (MOOC) for teacher’s. Proposal for a model of analysis [Interacciones en un curso en línea, abierto y masivo para docentes. Propuesta para un modelo de análisis]. Digital Education Review, (31), 149–175. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045613891&partnerID=40&md5=d5c918fdd88253065b9bf94e52c94360

Wang, M., & Shen, R. (2012). Message design for mobile learning: Learning theories, human cognition and design principles: Message design for mobile learning. British Journal of Educational Technology, 43(4), 561–575. https://doi.org/10.1111/j.1467-8535.2011.01214.x

Watson, S., & Sutton, J. M. (2012). An examination of the effectiveness of case method teaching online: Does the technology matter? Journal of Management Education, 36(6), 802–821. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.891.2681&rep=rep1&type=pdf

Wise, A. F., & Cui, Y. (2018). Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums. Computers & Education, 122, 221–242. https://doi.org/10.1016/j.compedu.2018.03.021

Yengin, I., Karahoca, A., & Karahoca, D. (2011). E-learning success model for instructors’ satisfactions in perspective of interaction and usability outcomes. Procedia Computer Science, 3, 1396–1403. https://doi.org/10.1016/j.procs.2011.01.021

Zou, B., & Thomas, M. (Eds.). (2018). Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching: IGI Global. https://doi.org/10.4018/978-1-5225-5140-9