Six theoretical-methodological approaches to analyze written texts in a year-long Blended Learning cours

Revista Iberoamericana de Psicología

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Title Six theoretical-methodological approaches to analyze written texts in a year-long Blended Learning cours
 
Creator Borgobello, Ana
Espinosa, Andrea
Sartori, Mariana
 
Description Virtual environment interaction has been studied from different theoretical-methodological approaches. The purpose of this paper is to describe the characteristics of written texts in a blended learning course, and to analyze six theoretical systems that contrast them with data. The collected data come from all the texts written in Moodle by the teacher in a year-long course. The variables were set up from six approaches (coding systems): (a)- Communities of inquiry; (b)- Teaching assistance dimensions; (c)- Macro and micro-scripting; (d)- Twelve ways of teaching; (e)- Rethinking the class; and (f)- Observation record. Reliability and multivariable analyses were carried out. Results showed different consistency of approaches. The analyzed texts revealed how interaction took place and showed pedagogical issues underlying the didactic proposals. Associations among categories produced three typical groups of texts related with the different variables from theoreticalmethodological coding systems used: Cluster 1 gathered general instructions; Cluster 2 illustrated the virtual environment usage as repository; and Cluster 3 represented tutorial interactivity. Future studies should continue to explore these approaches, contrasting them with new data -and vice versa- to get a better understanding of socio-cognitive interaction among students and teachers in blended learning.
 
Publisher Corporación Universitaria Iberoamericana
 
Date 2019-01-24
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Mixto
 
Format application/pdf
 
Identifier https://reviberopsicologia.ibero.edu.co/article/view/rip.11312
10.33881/2027-1786.rip.11312
 
Source Revista Iberoamericana de Psicología; Vol. 11 Núm. 3 (2018): Psicología y TIC: Avances y Controversias; 139-152
2500-6517
2027-1786
 
Language eng
 
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