Una exploración de la manifestación de la agencia en el co-diseño de aprendizaje de e-portfolios
DOI:
https://doi.org/10.1344/der.2024.45.190-203Palabras clave:
e-portfolio, agencia, co-diseño, tecnología educativa, educación secundariaResumen
Aunque la investigación siempre ha relacionado los e-portfolios con el aprendizaje autorregulado, recientemente también se ha destacado la agencia, que abarca elementos individuales, relacionales y contextuales. Asimismo, se ha investigado la agencia en entornos tecnológicos que respaldan procesos colaborativos de aprendizaje y co-diseño. Este estudio, que indaga en la manifestación de la agencia académica dentro del co-diseño de aprendizaje de e-portfolios en la educación secundaria, se centra en cómo los estudiantes perciben su agencia dentro de un modelo de co-diseño del aprendizaje de e-portfolios, denominado como el modelo Co-PIRS en etapas previas de esta investigación. Entre los resultados, se observa que el alumnado muestra una mayor conciencia de agencia, caracterizada por creencias de competencia (dominio individual) en la fase de presentación de los e-portfolios, aprendizaje entre pares (dominio relacional) y las oportunidades para tomar decisiones (dominio contextual) en la fase de implementación. El estudio también revela las actitudes positivas de los estudiantes hacia la reflexión, lo que sugiere la idoneidad de estructurar la colaboración en el enfoque de co-diseño. Estas percepciones sirven como base para implementar un modelo de co-diseño de e-portfolios para empoderar la agencia del alumnado y proporcionar orientación al profesorado.
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