Desarrollo de la grupalidad mediado por las TIC, en el proceso docente-educativo, en alumnos del tercer año de la carrera “Ciencias de la Información” de la Universidad Central “Marta Abreu” de Las Villas.
Fecha
2012-06-25
Autores
Cuellar Expósito, Dayanis
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Central “Marta Abreu” de Las Villas
Resumen
La investigación se realiza en la Facultad de Ciencias de la Información y de la Educación (FCIE) de la Universidad Central “Marta Abreu” de Las Villas; durante un período de cinco meses. Se dirige a fundamentar los indicadores para el desarrollo de la grupalidad, mediado por las TIC, en el proceso docente-educativo, en alumnos del tercer año de la carrera.
El fenómeno se investiga desde la metodología cualitativa; logrando el acercamiento integral a las vivencias de estudiantes y docentes; desde las interpretaciones de su realidad. Como método se asume la investigación cooperativa, pues el tema es abordado por investigadores de Psicología y Ciencias de la Información. Se trabaja con estudiantes y profesores, a partir de un muestreo intencional, dinámico y secuencial. Para la recogida de información se utiliza la revisión y análisis de documentos, la entrevista semiestructurada grupal, la observación participante, el sociograma, el registro de la actividad y el análisis de contenido.
Los resultados obtenidos muestran en general pobre desarrollo de la grupalidad mediante el uso de las TIC en la docencia. Se destacan como indicadores que influyen en el fenómeno: las Representaciones Sociales que poseen los estudiantes de las TIC, el insuficiente diseño pedagógico de alternativas que potencien la grupalidad mediante las modalidades tecnológicas que se utilizan en la docencia, aun cuando las que están en uso permiten este tipo de acciones; la naturaleza diádica (estudiante-profesor) que prevalece en la comunicación educativa mediados por las TIC (los foros), lo cual no favorece la función afectivo-valorativa de esta, ni el desarrollo de la cohesión grupal entre los estudiantes.
Research is conducted at the School of Information Science and Education (FCIE) Central University "Marta Abreu" of Las Villas, during a period of five months. It addresses base for developing indicators groupality, mediated by ICT in the educational process in the third year students of their carreer. The phenomenon is investigated from a qualitative methodology, making the integral approach to the experiences of students and teachers, from the interpretations of their reality. As a research method assumes cooperative, since the topic was addressed by researchers in Psychology and Information Science. We work with students and teachers from a purposive sampling, dynamic and sequential. For the collection of information is used to review and document analysis, semi-structured group interviews, participant observation, the sociogram, the record of the activity and content analysis. The results show generally poor groupality development by using ICT in teaching. Stand out as indicators that influence the phenomenon: the social representations held by the ICT students, insufficient instructional design alternatives that enhance groupality through technological methods used in teaching, even when in use permit such actions, the dyadic nature (student-teacher) that prevails in educational communication mediated by ICT (the forums), which does not favor the affective-evaluative function of this, nor the development of group cohesion among students.
Research is conducted at the School of Information Science and Education (FCIE) Central University "Marta Abreu" of Las Villas, during a period of five months. It addresses base for developing indicators groupality, mediated by ICT in the educational process in the third year students of their carreer. The phenomenon is investigated from a qualitative methodology, making the integral approach to the experiences of students and teachers, from the interpretations of their reality. As a research method assumes cooperative, since the topic was addressed by researchers in Psychology and Information Science. We work with students and teachers from a purposive sampling, dynamic and sequential. For the collection of information is used to review and document analysis, semi-structured group interviews, participant observation, the sociogram, the record of the activity and content analysis. The results show generally poor groupality development by using ICT in teaching. Stand out as indicators that influence the phenomenon: the social representations held by the ICT students, insufficient instructional design alternatives that enhance groupality through technological methods used in teaching, even when in use permit such actions, the dyadic nature (student-teacher) that prevails in educational communication mediated by ICT (the forums), which does not favor the affective-evaluative function of this, nor the development of group cohesion among students.
Descripción
Palabras clave
Grupalidad, Tecnologías de la Información y las Comunicación, Proceso Docente Educativo, Mediación, Groupality, ICTs, Teaching-Learning Process, Mediation.