Apoyando la reflexión en el aprendizaje asistido por tecnología

  • Külli Kori
  • Äli Leijen
  • Mario Mäeots
Palabras clave: Aprendizaje por consultas; aprendizaje asistido por tecnología; entornos de aprendizaje; reflexión de apoyo; revisión de literatura

Resumen

La reflexión ha sido considerada como un proceso que conduce a un aprendizaje más profundo y a una estructura de conocimiento integrada. Varios estudios sostienen que la reflexión es más eficaz cuando reciben apoyo específico. El aprendizaje asistido por tecnología es reconocido como un facilitador efectivo que apoya el aprendizaje del estudiante. Este estudio, presenta una revisión de artículos de investigación que han introducido el tema del apoyo a la reflexión, en el contexto del aprendizaje asistido por tecnología en los últimos seis años (2007-2012). Se distinguen tres tipos de soporte: herramientas técnicas, herramientas técnicas con orientación predefinida, y herramientas técnicas con interacción humana guiada. La mayoría de los artículos analizados se basaron en evidencia empírica sobre la efectividad del apoyo a la reflexión. Algunos artículos sólo dieron una discusión argumentativa para justificar como la reflexión debe ser apoyada. Se demostró que todos estos tipos de apoyo podrían tener un efecto positivo en la reflexión; Sin embargo, no todos los estudios encontraron efectos positivos.

 

Descargas

La descarga de datos todavía no está disponible.

Citas

Abou Baker El-Dib, M. (2007). Levels of reflection in action research. An overview and an assessment tool.Teaching and Teacher Education, 23(1), 24–35.

Aleven, V., Stahl, E., Schworm, S., Fisher, F., y Wallace, R. (2003). Help seeking and help design in interactive learning environments.Review of Educational Research, 73(3), 277–320.

Argyris, C., y Schön, D. (1974).Theory in practice. Increasing professional effectiveness. San Francisco: Jossey-Bass. Baird, J. R., y White, R. T. (1996). Metacognitive strategies in the classroom (pp. 190–200). In D. F. Treagust, R. Duit, y B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics. New York, NY: Teachers College Press.

Bannink, A., y van Dam, J. (2007). Premature closure and guided reinvention: A case study in a Web-based learning environment.Teachers and Teaching: Theory and Practice, 13(6), 565–586.

Bolhuis, S. M., y Simons, P. R. J. (1999).Leren en werken [Learning and working]. Deventer: Kluwer.

Calandra, B., Brantley-Dias, L., Lee, J. K., y Fox, D. L. (2009). Using video editing to cultivate novice teachers’ practice.Journal of Research on Technology in Education, 42(1), 73–94.

Chen, N. S., Kinshuk Wei, C. W., y Liu, C. C. (2011). Effects of matching teaching strategy to thinking style on learner’s quality of reflection in an online learning environment. Computers y Education, 56, 53–64.

Chen, N. S., Wei, C. W., Wu, K. T., y Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels.Computers y Education, 52, 283–291.

Cimer, S. O. (2011). The effect of portfolios on students’ learning: Student teachers’ views.European Journal of Teacher Education, 34(2), 161–176.

Crawford, S., O’Reilly, R., y Luttrell, S. (2012). Assessing the effects of integrating the reflective framework for teaching in physical education (RFTPE) on the

teaching and learning of undergraduate sport studies and physical education students.Reflective Practice, 13(1), 115–128.

Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts.The Journal of the Learning Sciences, 12, 91–142.

Davis, E. A. (2004). Creating critique projects (pp. 215–229). In M. C. Linn, E. A. Davis, y P. Bell (Eds.),Internet environments for science education. Cambridge, UK: Cambridge University Press.

de Jong, T., y Njoo, M. (1992). Learning and instruction with computer simulations: Learning processes involved (pp. 411–429). In E. de Corte, M. Linn,H. Mandl, y L. Verschaffel (Eds.),Computer-based learning environments and problem solving. Berlin, Germany: Springer-Verlag.

de Jong, T., Weinberger, A., Girault, I., Kluge, A., Lazonder, A. W., Pedaste, M., Ludvigsen, S., Ney, M., Wasson, B., Wichmann, A., Geraedts, C., Giemza, A., Hovardas, A., Julien, R., van Joolingen, W. R., Lejeune, A., Manoli, C., Matteman, Y., Sarapuu, T., Verkade, A., Vold, V., Wanders, B., y Zacharia, Z. C. (2012). Using scenarios to design complex technology-enhanced learning environments.Educational Technology Research y Development, 60(5), 883–901.

Dewey, J. (1933).How we think. Buffalo, NY: Prometheus Books.

Fiorella, L., y Mayer, R. E. (2012). Paper-based aids for learning with a computer-based game.Journal of Educational Psychology, 104(4), 1074–1082.

Fischer, M. A., Haley, H. L., Saarinen, C. L., y Chretien, K. C. (2011). Comparison of blogged and written reflections in two medicine clerkships.Medical Education, 45, 166–175.

Fox, R. K., White, C. S., y Kidd, J. K. (2011). Program portfolios: Documenting teachers’ growth in reflection-based inquiry.Teachers and teaching: Theory and practice, 17(1), 149–167.

Furberg, A. (2009). Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments.Journal of Computer Assisted Learning, 25, 397–409.

Ge, X. (2003). Scaffolding students’ problem-solving processes on an ill-structured task using question prompts and peer interactions.Educational Technology Research and Development, 51(1), 21–38.

Granberg, C. (2010). Social software for reflective dialogue: Questions about reflection and dialogue in student teachers’ blogs.Technology, Pedagogy and Education, 19(3), 345–360.

Gur-Ze’ev, I., Masschelein, J., y Blake, N. (2001). Reflectivity, reflection, and counter-education.Studies in Philosophy and Education, 20(2), 93–106. Hsieh, S. W., Jang, Y. R., Hwang, G. J., y Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers y Education, 57, 1194–1201.

Jucks, R., Schulte-Löbbert, P., y Bromme, R. (2007). Supporting experts’ written knowledge communication through reflective prompts on the use of specialist concepts.Journal of Psychology, 215(4), 237–247.

Kiili, K. (2007). Foundation for problem-based gaming.British Journal of Educational Technology, 38(3), 394–404.

Kim, H., y Hannafin, M. J. (2008). Grounded design of Web-enhanced case-based activity.Education Technology Research and Development, 56, 161–179.

Kim, M. C., y Hannafin, M. J. (2011a). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice.Computers y Education, 56, 403–417.

Kim, M. C., y Hannafin, M. J. (2011b). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: A qualitative case study. Instructional Science, 39, 255–282.

King, A. (1994). Guiding knowledge construction in the classroom: Effect of teaching children how to question and how to explain.American Educational Research Journal, 31(2), 338–368.

Lai, G., y Calandra, B. (2010). Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing.Education Technology Research and Development, 58, 421–437.

Lan, Y. F., y Huang, S. M. (2011). Using mobile learning to improve the reflection: A case study of traffic violation.Educational Technology y Society, 15(2), 179–193.

Lee, H. (2005). Understanding and assessing preservice teachers’ reflective thinking.Teaching and Teacher Education, 21(6), 699–715.

Leijen, Ä., Admiraal, W. F., Wildschut, L., y Simon, P. R. J. (2008a). Pedagogy before technology: What should an ICT intervention facilitate in practical dance classes? Teaching in Higher Education, 13(2), 219–231.

Leijen, Ä., Lam, I., Wildschut, L., y Simons, P. R. J. (2008b). Pedagogical practices of reflection in tertiary dance education.European Physical Education Review, 14(2), 223–241.

Leijen, Ä., Lam, I., Wildschut, L., Simons, P. R. J., y Admiraal, W. (2009). Streaming video to enhance students’ reflection in dance education.Computers and Education, 52, 169–176.

Leijen, Ä., Valtna, K., Leijen, D. A. J., y Pedaste, M. (2012). How to determine the quality of students’ reflections?Studies in Higher Education, 37(2), 203–217.

Mäeots, M., Pedaste, M., y Sarapuu, T. (2009, March 16–18).Developing students’ transformative and regulative inquiry skills in a computer-based simulation.

Paper presented at the 8th IASTED International Conference on Web-based Education, Phuket, Thailand.

Manlove, S., Lazonder, A. W., y de Jong, T. (2006). Regulative support for collaborative scientific inquiry learning.Journal of Computer Assisted Learning, 22, 87–98.

McNeill, H., Brown, J. M., y Shaw, N. J. (2010). First year specialist trainees’ engagement with reflective practice in the e-portfolio.Advances in Health Science Education, 15, 547–558.

Mezirow, J. (1991).Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Moon, J. A. (1999).Reflection in learning and professional development: Theory and practice. London: Kogan Page.

Moon, J. A. (2004).A handbook of reflective and experiential learning: Theory and practice. London: Routledge Falmer.

Moreno, R., y Mayer, R. (2007). Interactive multimodal learning environments. Special issue on interactive learning environments: Contemporary issues and trends.Educational Psychology Review, 19, 309–326.

Mountford, B., y Rogers, L. (1996). Using individual and group reflection in and on assessment as a tool for effective learning.Journal of Advanced Nursing, 24,1127–1134.

Papadopoulus, P. M., Dementriadis, S. N., Stamelos, I. G., y Tsoukalas, I. A. (2009). Prompting students’ context-generating cognitive activity inill-structured domains: Does the prompting mode affect learning?Education Technology Research y Development, 57, 193–210.

Papadopoulus, P. M., Dementriadis, S. N., Stamelos, I. G., y Tsoukalas, I. A. (2011). The value of writing-to-learn when using question prompts to support Web-based learning in ill-structured domains.Education Technology Research y Development, 59, 71–90.

Paulus, T., y Spence, M. (2010). Using blogs to identify misconceptions in a large undergraduate nutrition course.TechTrends, 54(5), 62–68.

Pedaste, M., y Sarapuu, T. (2006). Developing an effective support system for inquiry learning in a Web-based environment.Journal of Computer Assisted Learning, 22(1), 47–62.

Pedaste, M., y Sarapuu, T. (2012). Design principles for support in developing students’ transformative inquiry skills in Web-based learning environments. Interactive Learning Environments, 1–17.

Procee, H. (2006). Reflection in education: A kantian epistemology.Educational Theory, 56(3), 237–253.

Roberts, A. (2009). Encouraging reflective practice in periods of professional workplace experience. The development of a conceptual model.Reflective Practice, 10(5), 633–644.

Saito, H., y Miwa, K. (2007). Construction of a learning environment supporting learners’ reflection: A case of information seeking on the Web.Computers and Education, 49, 214–229.

Shapiro, W. L., Roskos, K., y Philip, G. (1995). Technology: Technology-enhanced learning environments.Change: The Magazine of Higher Learning, 27(6), 67–69.

Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers.Journal of Mathematics Teacher Education, 11, 373–394.

Sung, Y. T., Chang, K. E., Yu, W. C., y Chang, T. H. (2009). Supporting teachers’ reflection and learning through structured digital teaching portfolios.Journal of Computer Assisted Learning, 25, 375–385.

van Joolingen, W. R., de Jong, T., Lazonder, A. W., Savelsbergh, E., y Manlove, S. (2005). Co-lab: Research and development of an on-line learning environment for collaborative scientific discovery learning.Computers in Human Behavior, 21, 671–688.

Wade, R. C. (1994). Teacher education students’ views on class discussion: Implications for fostering critical reflection.Teaching and Teacher Education, 10, 231–243.

Wang, F., y Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments.Educational Technology Research and Development, 53(4), 5–23.

White, B., y Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development.Educational Psychologist, 40(4), 211–223.

Winchester, T. M., y Winchester, M. (2011). Exploring the impact of faculty reflection on weekly student evaluations of teaching.International Journal for Academic Development, 16(2), 119–131.

Yaffe, E. (2010). The reflective beginner: Using theory and practice to facilitate reflection among newly qualified teachers.Reflective Practice, 11(3), 381–391.

Yeh, Y. C. (2009). Integrating e-learning into the direct-instruction model to enhance the effectiveness of critical

http://creativecommons.org/licenses/by/4.0/"> alt="Licencia Creative Commons" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" />
http://purl.org/dc/terms/" property="dct:title"> Apoyando la reflexión en el aprendizaje asistido por tecnología por http://creativecommons.org/ns#" property="cc:attributionName">Külli Kori, Äli Leijen,Mario Mäeots se distribuye bajo una Licencia">http://creativecommons.org/licenses/by/4.0/">Licencia Creative Commons Atribución 4.0 Internacional.

Publicado
2017-08-10
Cómo citar
Kori, K., Leijen, Äli, & Mäeots, M. (2017). Apoyando la reflexión en el aprendizaje asistido por tecnología. Revista Electrónica En Educación Y Pedagogía, 1(1), 134-157. https://doi.org/10.15658/rev.electron.educ.pedagog17.09010109
Sección
Artículos de investigación