Publication: Reconfiguración de Entornos Personales de Aprendizaje en Educación Superior
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Date
2023
Authors
Fuentes Rodríguez, Cristhian Elizabeth
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/red.526761
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info:eu-repo/semantics/article
Description
Abstract
El presente artículo deriva de un proyecto de intervención doctoral que promovió el desarrollo de la competencia investigativa en estudiantes de derecho mediante la reconfiguración de Entornos Personales de Aprendizaje (PLE). Se trató de una investigación-acción de naturaleza práctica. Constó de tres fases: 1) diagnóstico, 2) diseño del proyecto de intervención y ejecución, y 3) evaluación. Fueron nueve estudiantes de cuarto semestre de la licenciatura en Derecho, del Campus Jalpan de la Universidad Autónoma de Querétaro, quienes participaron en la reconfiguración de sus PLE; mediante entrevistas en profundidad y narrativas digitales los estudiantes compartieron su experiencia. Los resultados muestran que los PLE permitieron a los estudiantes aprender en cualquier momento y lugar e identificar para qué, dónde y de quién aprendían. En este proceso de reconfiguración fue necesario reconocer la autonomía y capacidad de los jóvenes para regular sus aprendizajes.
This article derives from a doctoral intervention project that promoted the development of research competence in law students through the reconfiguration of Personal Learning Environments (PLE). It was an action-research of a practical nature. It consisted of three phases: 1) diagnosis, 2) intervention project design and implementation, and 3) evaluation. There were nine fourth semester students from the Jalpan Campus of the Universidad Autónoma de Querétaro, who participated in the reconfiguration of their PLE; through in-depth interviews and digital narratives, the students shared their experience. The results show that the PLEs allowed students to learn at any time and place and to identify for what, where and from whom they were learning. In this reconfiguration process it was necessary to recognize the autonomy and capacity of young people to regulate their learning.
This article derives from a doctoral intervention project that promoted the development of research competence in law students through the reconfiguration of Personal Learning Environments (PLE). It was an action-research of a practical nature. It consisted of three phases: 1) diagnosis, 2) intervention project design and implementation, and 3) evaluation. There were nine fourth semester students from the Jalpan Campus of the Universidad Autónoma de Querétaro, who participated in the reconfiguration of their PLE; through in-depth interviews and digital narratives, the students shared their experience. The results show that the PLEs allowed students to learn at any time and place and to identify for what, where and from whom they were learning. In this reconfiguration process it was necessary to recognize the autonomy and capacity of young people to regulate their learning.
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