Publication: La autorregulación del aprendizaje desde un enfoque de feedback entre pares: perspectivas de la IA generativa
Authors
Guàrdia Ortiz, Lourdes ; Maina, Marcelo ; Cabrera Lanzo, Nati ; Fernández Ferrer, Maite
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/red.599511
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info:eu-repo/semantics/article
Description
Abstract
Esta investigación presenta cómo a partir de la adopción de estrategias de
autorregulación utilizando el feedback entre pares y los chatbots se promueve la
transformación de la evaluación en línea. Se describe la evaluación del diseño de una
actividad de aprendizaje que integra una intervención de feedback entre pares para
sugerir mejoras en la elaboración de ensayos académicos. A partir de un enfoque de
investigación basado en el diseño se establecen tres fases principales, una primera
de diseño de la propuesta y dos implementaciones consecutivas. En la primera se
distribuyó un cuestionario de satisfacción a 348 estudiantes y el análisis de las
respuestas se utilizó para el rediseño de la propuesta. En la segunda implementación,
se utilizó un cuestionario con 24 estudiantes y una entrevista grupal al profesorado.
Los resultados permitieron valorar positivamente la relación entre el feedback por
pares y el desarrollo de las competencias de autorregulación y de aprender a
aprender. Finalmente, se concluye que es necesario proponer más a menudo
estrategias de este tipo y que incluyan además el uso de la IA, dando así más
oportunidades al estudiantado en el desarrollo de su autonomía y una gestión
consciente y eficiente de su proceso aprendizaje, por lo que en este artículo se
presenta también una propuesta de diseño para una nueva iteración con IA.
This research presents how the adoption of self-regulation strategies using peer feedback and chatbots promotes the transformation of online assessment. The evaluation of the design of a learning activity that integrates a peer feedback intervention to suggest improvements in academic essay writing is described. Based on a design-based research approach, three main phases are established, a first one for the design of the proposal and two consecutive implementations. In the first, a satisfaction questionnaire was distributed to 348 students and the analysis of the responses was used to redesign the proposal. In the second implementation, a questionnaire was used with 24 students and a group interview with the faculty. The results allowed a positive assessment of the relationship between peer feedback and the development of self-regulation and learning to learn competencies. Finally, it is concluded that it is necessary to propose more often strategies of this type that also include the use of AI, thus giving more opportunities to students in the development of their autonomy and a conscious and efficient management of their learning process, so this article also presents a design proposal for a new iteration with AI.
This research presents how the adoption of self-regulation strategies using peer feedback and chatbots promotes the transformation of online assessment. The evaluation of the design of a learning activity that integrates a peer feedback intervention to suggest improvements in academic essay writing is described. Based on a design-based research approach, three main phases are established, a first one for the design of the proposal and two consecutive implementations. In the first, a satisfaction questionnaire was distributed to 348 students and the analysis of the responses was used to redesign the proposal. In the second implementation, a questionnaire was used with 24 students and a group interview with the faculty. The results allowed a positive assessment of the relationship between peer feedback and the development of self-regulation and learning to learn competencies. Finally, it is concluded that it is necessary to propose more often strategies of this type that also include the use of AI, thus giving more opportunities to students in the development of their autonomy and a conscious and efficient management of their learning process, so this article also presents a design proposal for a new iteration with AI.
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Citation
RED: revista de educación a distancia, N. 78, V. 24, 2024
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