Relació educativa a distància i sentiment de pertinença: les veus dels estudiants

Autors/ores

DOI:

https://doi.org/10.1344/der.2022.42.101-117

Paraules clau:

Educació digital, Educació a distància, Relacionalitat, Pertinença, Estudiants

Resum

En una societat viral en què l'ésser social reivindica la capacitat de mantenir la distància i en què la representació socialment desitjable del cos, en particular del rostre, reivindica el seu ocultament, la relació educativa a distància representa una àrea crítica que ha de ser més valorada a les agendes de recerca. En aquest estudi es vol explorar el sentiment de pertinença de 144 estudiants que acudeixen a una universitat a distància. Per això, s'ha aplicat un qüestionari obert, prèviament difós en grups tancats d'estudiants a les xarxes socials. S'analitza el sentiment de pertinença dels estudiants mitjançant els tipus de connexions que mantenen amb el campus, el curs, els companys i els professors. L'anàlisi de les narratives manifesta una gran diversitat i densitat d'experiències i expectatives en les connexions i els sentiments de pertinença. Tot i que els professors adquireixen un rol important en l'apropiació del coneixement, són essencialment els companys el focus principal de les connexions i del sentiment de pertinença.

Referències

AERA (2011). Code of Ethics American Educational Research Association. Educ. Res. 40(3), 145–156. https://doi.org/10.3102/0013189X11410403

Bakhtin, M. M. (1981). The dialogic imagination. Four essays by M. M. Bakhtin. University of Texas Press.

Barnett, R. (2012). Learning for an unknown future. Higher Education Research & Development, 31(1), 65-77. https://doi.org/10.1080/07294360.2012.642841

Bayne, S. (2017). From Anthropocentric Humanism to Critical Posthumanism in Digital Education. In P.Jandric´ (Ed.), Learning in the Age of Digital Reason, 197-216. Sense Publishers. http://doi.org/10.1007/978-94-6351-077-6_9

Bayne, S., Gallagher, M.S., & Lamb, J. (2014). Being "at" University: The Social Topologies of Distance Students. Higher Education: The International Journal of Higher Education and Educational Planning, 67(5), 569-583. http://doi.org/10.1007/s10734-013-9662-4

Bozkurt, A., & Sharma, R. C. (2021). On the verge of a new renaissance: Care and empathy-oriented, human-centered pandemic pedagogy. Asian Journal of Distance Education, 16(1), 1-7. http://doi.org/10.5281/zenodo.5070496

Castañeda, L. (2019). Debates regarding Technology and Education: contemporary pathways and pending conversations. RIED. Revista Iberoamericana de Educación a Distancia, 22(1). https://doi.org/10.5944/ried.22.1.23020

Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(22). https://doi.org/10.1186/s41239-018-0109-y

Colás, P. (1992). La Metodologia Cualitativa. In P. Colás, L. Buendia (Eds.), Investigación Educativa, 249-290. Alphar.

Creswell, J. (2014). Investigação Qualitativa e Projeto de Pesquisa. Escolhendo entre cinco abordagens. Ed. Penso.

Crooks, D. (2001). The importance of symbolic interaction in grounded theory research on women’s health. Health Care for Women International, 22, 11-27. http://doi.org/0.1080/073993301300003054

Feenberg, A. (2017a). Technosystem: The Social Life of Reason. Harvard University Press.

Feenberg, A. (2017b). The Bursting Boiler of Digital Education: Critical Pedagogy and Philosophy of Technology. In Petar Jandric (Ed.), Learning in the Age of Digital Reason, 132-148. Educational Futures Brill. http://doi.org.10.1007/978-94-6091-734-9_1

Glaser, B. G. (1992). Basics of grounded theory analysis: Emergence vs. forcing. Sociology Press.

Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Sociology Press.

Gourlay, L. (2020) Posthumanism and the Digital University. Texts, Bodies and Materialities. Bloomsbury. http://doi.org.10.5040/9781350038202

Gourlay, L. (2022). Presence, Absence, and Alterity: Fire Space and Goffman’s Selves in Postdigital Education. Postdigit Sci Educ 4, 57–69. http://doi.org.10.1007/s42438-021-00265-1

Gourlay, L., Campbell, K, Clark, L, Crisan, C, Katsapi, E, Riding,K., & Warwick, I. (2021). Engagement’ Discourses and the Student Voice: Connectedness, Questioning and Inclusion in Post-Covid Digital Practices. Journal of Interactive Media in Education, 1(15), 1–13. http://doi.org.10.5334/jime.655

Hayes, S. (2021). Postdigital Positionality. Developing Powerful Inclusive Narratives for Learning, Teaching, Research and Policy in Higher Education, 1051–1055. Koninklijke Brill NV. http://doi.org. 10.1080/00131857.2021.2012762

Ingold, T. (1993). The Temporality of the Landscape. World Archaeology, 25(2), 152-174. https://doi.org/10.1080/00438243.1993.9980235

Jandric, P. (2017). Learning in the Age of Digital Reason, 211-224. Series Educational Futures. http://doi.org.10.1007/978-94-6351-077-6

Jandric, P. (2020) Postdigital research in the time of COVID-19. Postdigital Science and Education 2(2), 233–238. http://doi.org.10.1007/s42438-020-00113-8

Jandric, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Sarah Hayes, S. (2018) Postdigital science and education. Educational Philosophy and Theory, 50(10), 893-899, http://doi.org/10.1080/00131857.2018.1454000

Jandric, P., Hayes. D, Truelove, I, et al. (2020) Teaching in the age of COVID-19. Postdigital Science and Education 2(3), 1069–1230. http://doi.org/10.1007/s42438-020-00169-6

Jandric, P., & Ford, D. (2020b) Postdigital ecopedagogies: genealogies, contradictions, and possible futures. Postdigital Science and Education 2, 1–19. http://doi.org/10.1007/s42438-020-00207-3.

Jandric, P., & Hayes, S. (2021). Postdigital education in a biotech future. Policy Futures in Education, Special Issue: Educational Futures, 2. http://doi.org/ 10.1177/14782103211049915

Jonet, A., & Erstad, O. (2018). From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners. Digital Education Review, 33. http://doi.org/10.1344/der.2018.33.1-25

Law, J., & Mol, A. (2001). Situating technoscience: An inquiry into specialities, Environment and Planning D: Society and Space, 19(5), 609 – 621. https://doi.org/10.1068/d243t

Mol, A., & Law, J. (1994). Regions, Networks and Fluids: Anaemia and Social Topology, Social Studies in Science, 24(4), 641-671. http://doi.org/10.1177/030631279402400402

Saavedra, J., Arias-Sanchez, S., & De la Mata, M. (2021). Social Positioning Analysis as a Qualitative Construction in People Diagnosed with Severe Mental Illnesses. Qualitative Health Research, 1–11. http://doi.org/10.1177/10497323211050377

Sancho, J. (2020). Digital technology as trigger for learning: promises and realities. Digital Education, 2. Digital learning: distraction or default for the future, 195-207. http://doi.org/10.1344/der.2020.37

Strauss, A. & Corbin, J. (1998) Basics of qualitative research techniques and procedures for developing grounded theory (2nd edition). Sage Publications

Descàrregues

Publicades

2022-12-30

Número

No 42 (2022): Number 42, December 2022

Secció

Artículos revisados por pares

Llicència

Drets d'autor (c) 2022 Digital Education Review

Creative Commons License

Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial-SenseObraDerivada 4.0.

The authors who publish in this journal agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication.
  2. The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
  3. In order to mention the works, you must give credit to the authors and to this Journal.
  4. Digital Education Review, DER,  does not accept any responsibility for the points of view and statements made by the authors in their work.