The qualitative research Education mediated by the technology: the learning of the teacher
Keywords:
University, higher education, adult education, purpose of education
Abstract
The pandemic added a disruptive change affecting emotional responses and increasing the debate about the effect of a reality mediated by technology. This is usually approached from a technical rationality, alien to the effect that the perceptions of teachers have on the action of the hidden curriculum. This text explores the teaching perspective, regarding the relationships and interdependencies between technology and the self-directed learning. We work from a phenomenological interpretative analysis that allows to understand the series of challenges and dilemmas that the professor must solve for an appropriation on its paradigmatic basis. The main tension centers on the boundary between the narratives themselves and those of the speakers, an aspect that should be incorporated into curricular analyses of the ethical and methodological dilemmas of teaching. This is in a context of online communication where spaces with access to nonverbal information that help the understanding of the narrative are reduced.
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References
Abreu, O., Gallegos, M. C., Jácome, J. G., & Martínez, R. J. (2017). La Didáctica: Epistemología y Definición en la Facultad de Ciencias Administrativas y Económicas de la Universidad Técnica del Norte del Ecuador Didactics: Epistemology and Definition in the Faculty of Management and Economics at the Technical University of Northern Ecuador. 10(3), 81–92. https://doi.org/10.4067/S0718- 50062017000300009
Babatunde Adedoyin, O., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. https://doi.org/10.1080/10494820.2020.1813180
Barros, R., Tapia, S., Chuchuca, F., & Chuchuca, I. (2018). Syllabus universitario actuante en ciencias pedagógicas potencialidades y limitaciones en la Universidad de Guayaquil. Revista Lasallista de Investigación, 15(2), 327–339. https://doi.org/10.22507/rli.v15n2a25
Canton, I. (2016). Reseña: Laneve, C. (2015) Manual de Didáctica. Barcelona: Davinci Continental, 2015. Educatio Siglo XXI, 34(2), 203–206.
Caravaca Barroso, I., Fernández Salinas, V., García García, A., González Romero, G., López Lara, P., Silva Pérez, R., … Voth, A. (2008). Recursos patrimoniales y organización territorial: el caso de Andalucía. Ciudad y territorio: Estudios territoriales, 40(156), 297–311. Recuperado de https://recyt.fecyt.es/index.php/CyTET/article/view/81804
Cheung, C., Wong, R. Y., & Man Chan, T. (2020). Online disinhibition: conceptualization, measurement, and implications for online deviant behavior. Industrial Management & Data Systems. ahead-of-print., 121(1), 48–64. https://doi.org/10.1108/IMDS-08-2020-0509
De La Hoz, F., Palmera, O., Niño, H., & Palma, H. (2019). Las Tecnologías de la Información y la Comunicación y su Influencia en la Transformación de la Educación Superior en Colombia para Impulso de la Economía Global. Información Tecnológica, 30(1), 255–262.
De Souza, M. A., Chimenti, P., & Ramos, A. (2021). An exploration of eLearning adoption in the educational ecosystem. EDUCATION AND INFORMATION TECHNOLOGIES, 26(1), 568–615. https://doi.org/10.1007/s10639-020-10276-3
Delahunty, J., Verenikina, I., & Jones, P. (2014). interactions . A literature review. Factly of Social Science-Paper. 925., 1–24.
E. Pascual. (1998). Racionalidades en la produccion curricular y el proyecto curricular. Pensamiento Educativo, 23(diciembre), 13–72. Recuperado de file:///C:/Users/Sonia/Desktop/129-334-1-PB.pdf
García-Peñalvo, F. (2017). Aprendizaje servicio. Experienciaen la asignatura de gobierno tidel máster en ingeniería informática de la Universidad de Salamanca. Madrid: Grupo Grial.
García-Peñalvo, F. (2020). Evaluación online : la tormenta perfecta. Recuperado de Ensinar A Distância website: https://bit.ly/2yO3K39
Garcia Rodriguez, M. C. (2016). “The Stories We Tell Each Other”. En Emotions, Technology, and Health (pp. 125–147). https://doi.org/10.1016/b978-0-12-801737-1.00007-x
Gaviria, D., Arango, J., & Valencia, A. (2015). Reflections about the Use of Information and Communication Technologies in Accounting Education. Procedia - Social and Behavioral Sciences, 176, 992–997. https://doi.org/10.1016/J.SBSPRO.2015.01.569
Hernández-Sellés, N., González Sanmamed, M., Muñoz Carril, P., & González-Sanmamed, M. (2015). El rol docente en las ecologías de aprendizaje: Análisis de una experiencia de aprendizaje colaborativo en entornos virtuales. Profesorado, Revista de Currículum y Formación del Profesorado, 19(2), 147–163.
Jaber, R., & Kennedy, E. (2017). ‘Not the same person anymore’: groupwork, identity and social learning online. Distance Education, 38(2), 216–229. https://doi.org/10.1080/01587919.2017.1324732
Jiménez-Hernández, D., González-Ortiz, J. J., Tornel-Abellán, M., Jiménez-Hernández, D., González-Ortiz, J. J., & Tornel-Abellán, M. (2018). Formación del profesorado universitario en metodologías y su incidencia en el aula. Estudios pedagógicos (Valdivia), 44(3), 157–172. https://doi.org/10.4067/S0718-07052018000300157
Jones, N. N. (2018). Human Centered Syllabus Design: Positioning Our Students As Expert End-Users. Computers and Composition, 49, 25–35. https://doi.org/10.1016/j.compcom.2018.05.002
Kiravu, C., Yanev, K., Tunde, M., Jeffrey, A., Schoenian, D., & Renner, A. (2016). eLearning hands-on: blending interactive eLearning with practical engineering laboratory. International Journal of Information and Learning Technology, 33(5), 278–299. https://doi.org/0.1108/IJILT-07- 2016-0023
Ludy, M.-J., Brackenbury, T., Folkins, J., Peet, S., Langendorfer, S., & Beining, K. (2016). Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus. International Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.20429/ijsotl.2016.100206
Mann, S. J. (2003). A personal inquiry into an experience of adult learning on-line. Instructional Science, 31(1–2), 111–125. https://doi.org/10.1023/A:1022539915163
Maqableh, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 106160. https://doi.org/10.1016/J.CHILDYOUTH.2021.106160
Marí Mollà, R., Bo Bonet, R. M., & Climent, C. I. (2010). Propuesta de análisis fenomenológico de los datos obtenidos en la entrevista. Universitas Tarraconensis. Revista de Ciències de l’Educació, 1(1), 113. https://doi.org/10.17345/ute.2010.1.643
Martínez Molano, V., & Rincón Cárdenas, E. (2021). Problemas y desarrollo de la identidad en el mundo digital. Revista Chilena de Derecho y Tecnologia, 10(2), 251–276. https://doi.org/10.5354/0719-2584.2021.59188
Melo, F. C., & Teixeira, M. (2016). Quais são as vozes do currículo oculto ? Revista Evidence, 12(12), 195–203.
Muilenburg, L. Y., & Berge, Z. L. (2005). Students Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
Muñoz Gaviria, D. (2011). El compromiso social de las facultades de educación: reflexiones pedagógicas en torno a la educación y la crisis de la modernidad. Agora, 11(1), 125–153.
Mupinga, D., Nora, R., & Yaw, D. (2007). The Learning Styles, Expectations, and Needs of Online Students. College teaching, 54(1), 185–189. https://doi.org/10.3200/CTCH.54.1.185-189
Muros, B. (2011). El concepto de identidad en el mundo virtual: el yo online. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(2), 49–56.
Ossa, Y. de J. (2018). Los nuevos espacios sociales para la construcción de la identidad líquida. Un acercamiento al pensamiento de Zygmunt Bauman. Revista Filosofía UIS, 17(2), 209–225. Recuperado de https://login.ez.unisabana.edu.co/login?url=https://search.ebscohost.com/login.aspx?direct= true&AuthType=ip&db=fua&AN=131870968&lang=es&site=eds-live&scope=site
Oztok, M., Lee, K., & Brett, C. (2012). Towards Better Understanding of Self-Representation in Online Learning. En T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. (Vol. 1, pp. 1867– 1874). Recuperado de https://www.learntechlib.org/primary/p/41879/.
Paz, M., Esteban, S., & Institucional, E. L. M. (2003). La enseñanza de la investigación cualitativa. 37–52.
Przesmycki, H. (2000). La pedagogía de contrato El contrato didáctico en la educación. Madrid: Grao.
Rafaeli, S. (1988). Interactivity: From new media to communication. Sage Annual Review of Communication Research: Advancing Communication Science, Vol. 16, pp. 111–134. Recuperado de http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Interactivity:+From+New+Media+to+Communication#0%5Cnfile:///Users/Home/Dropbox/Masters Thesis/Articles/Interactivity/Rafeili_?.Interactivity.pdf
Ragusa, A., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments. Rural Society, 27(2), 125–142. https://doi.org/10.1080/10371656.2018.1472914
Rahimpour, M. (2010). Current trends on syllabus design in foreign language instruction. Procedia - Social and Behavioral Sciences, 2(2), 1660–1664. https://doi.org/10.1016/j.sbspro.2010.03.254
Ramírez-Montoya, M. S. (2020). Transformación digital e innovación educativa en Latinoamérica en el marco del COVID-19. Campus virtuales, 9(2), 123–139.
Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher education students in a virtual classroom. Internet and Higher Education, 8(2), 97–110. https://doi.org/10.1016/j.iheduc.2005.03.001
Ruiz-Corbella, M., & López-Gómez, E. (2019). La misión de la universidad en el siglo xxi: comprender su origen para proyectar su futuro. Revista de la educación superior, 48(189), 1–19. Recuperado de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185 - 27602019000100001&lng=es&nrm=iso&tlng=es
Shin, M., & Hickey, K. (2020). Journal of Further and Higher Education ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/cjfh20 Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19. https://doi.org/10.1080/0309877X.2020.1847261
Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on information and communications technology and classroom learning: Implications for initial teacher education. Journal of Computer Assisted Learning, 21(2), 130–142. https://doi.org/10.1111/j.1365- 2729.2005.00120.x
Smith, J., Flowers, P., & Larkins, M. (2009). Interpretative phenomenological analysis. Theory, Method and Research. Londres: SAGE Publications Ltd.
Starkey, L. (2010). Supporting the digitally able beginning teacher. Teaching and Teacher Education, 26(7), 1429–1438. https://doi.org/10.1016/J.TATE.2010.05.002
Suler, J. (2004). The online disinhibition effect. Cyberpsychology and Behavior, 7(3), 321–326. https://doi.org/10.1089/1094931041291295
Symeonides, R., & Childs, C. (2015). The personal experience of online learning: An interpretative phenomenological analysis. Computers in Human Behavior, 51(PA), 539–545.https://doi.org/10.1016/j.chb.2015.05.015
Tokatli, A. M., & Keşli, Y. (2009). Syllabus:how much does it contribute to the effective communication with the students? Procedia - Social and Behavioral Sciences, 1(1), 1491–1494. https://doi.org/10.1016/j.sbspro.2009.01.263
Valencia Suárez, B. (2015). ¿Por qué utilizar tecnologías de la información y la comunicación en el proceso de enseñanza-aprendizaje? Páginas: Revista académica e institucional de la UCPR, 1(98), 31–36.
Wieser, D., Seeler, J. M., Sixl-Daniell, K., & Zehrer, A. (2017). Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education. 3rd International Conference on Higher Education Advances, HEAd’17, 1113–1120. https://doi.org/10.4995/head17.2017.5525
Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71– 87. https://doi.org/10.1080/01587910802004852
Babatunde Adedoyin, O., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. https://doi.org/10.1080/10494820.2020.1813180
Barros, R., Tapia, S., Chuchuca, F., & Chuchuca, I. (2018). Syllabus universitario actuante en ciencias pedagógicas potencialidades y limitaciones en la Universidad de Guayaquil. Revista Lasallista de Investigación, 15(2), 327–339. https://doi.org/10.22507/rli.v15n2a25
Canton, I. (2016). Reseña: Laneve, C. (2015) Manual de Didáctica. Barcelona: Davinci Continental, 2015. Educatio Siglo XXI, 34(2), 203–206.
Caravaca Barroso, I., Fernández Salinas, V., García García, A., González Romero, G., López Lara, P., Silva Pérez, R., … Voth, A. (2008). Recursos patrimoniales y organización territorial: el caso de Andalucía. Ciudad y territorio: Estudios territoriales, 40(156), 297–311. Recuperado de https://recyt.fecyt.es/index.php/CyTET/article/view/81804
Cheung, C., Wong, R. Y., & Man Chan, T. (2020). Online disinhibition: conceptualization, measurement, and implications for online deviant behavior. Industrial Management & Data Systems. ahead-of-print., 121(1), 48–64. https://doi.org/10.1108/IMDS-08-2020-0509
De La Hoz, F., Palmera, O., Niño, H., & Palma, H. (2019). Las Tecnologías de la Información y la Comunicación y su Influencia en la Transformación de la Educación Superior en Colombia para Impulso de la Economía Global. Información Tecnológica, 30(1), 255–262.
De Souza, M. A., Chimenti, P., & Ramos, A. (2021). An exploration of eLearning adoption in the educational ecosystem. EDUCATION AND INFORMATION TECHNOLOGIES, 26(1), 568–615. https://doi.org/10.1007/s10639-020-10276-3
Delahunty, J., Verenikina, I., & Jones, P. (2014). interactions . A literature review. Factly of Social Science-Paper. 925., 1–24.
E. Pascual. (1998). Racionalidades en la produccion curricular y el proyecto curricular. Pensamiento Educativo, 23(diciembre), 13–72. Recuperado de file:///C:/Users/Sonia/Desktop/129-334-1-PB.pdf
García-Peñalvo, F. (2017). Aprendizaje servicio. Experienciaen la asignatura de gobierno tidel máster en ingeniería informática de la Universidad de Salamanca. Madrid: Grupo Grial.
García-Peñalvo, F. (2020). Evaluación online : la tormenta perfecta. Recuperado de Ensinar A Distância website: https://bit.ly/2yO3K39
Garcia Rodriguez, M. C. (2016). “The Stories We Tell Each Other”. En Emotions, Technology, and Health (pp. 125–147). https://doi.org/10.1016/b978-0-12-801737-1.00007-x
Gaviria, D., Arango, J., & Valencia, A. (2015). Reflections about the Use of Information and Communication Technologies in Accounting Education. Procedia - Social and Behavioral Sciences, 176, 992–997. https://doi.org/10.1016/J.SBSPRO.2015.01.569
Hernández-Sellés, N., González Sanmamed, M., Muñoz Carril, P., & González-Sanmamed, M. (2015). El rol docente en las ecologías de aprendizaje: Análisis de una experiencia de aprendizaje colaborativo en entornos virtuales. Profesorado, Revista de Currículum y Formación del Profesorado, 19(2), 147–163.
Jaber, R., & Kennedy, E. (2017). ‘Not the same person anymore’: groupwork, identity and social learning online. Distance Education, 38(2), 216–229. https://doi.org/10.1080/01587919.2017.1324732
Jiménez-Hernández, D., González-Ortiz, J. J., Tornel-Abellán, M., Jiménez-Hernández, D., González-Ortiz, J. J., & Tornel-Abellán, M. (2018). Formación del profesorado universitario en metodologías y su incidencia en el aula. Estudios pedagógicos (Valdivia), 44(3), 157–172. https://doi.org/10.4067/S0718-07052018000300157
Jones, N. N. (2018). Human Centered Syllabus Design: Positioning Our Students As Expert End-Users. Computers and Composition, 49, 25–35. https://doi.org/10.1016/j.compcom.2018.05.002
Kiravu, C., Yanev, K., Tunde, M., Jeffrey, A., Schoenian, D., & Renner, A. (2016). eLearning hands-on: blending interactive eLearning with practical engineering laboratory. International Journal of Information and Learning Technology, 33(5), 278–299. https://doi.org/0.1108/IJILT-07- 2016-0023
Ludy, M.-J., Brackenbury, T., Folkins, J., Peet, S., Langendorfer, S., & Beining, K. (2016). Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus. International Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.20429/ijsotl.2016.100206
Mann, S. J. (2003). A personal inquiry into an experience of adult learning on-line. Instructional Science, 31(1–2), 111–125. https://doi.org/10.1023/A:1022539915163
Maqableh, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 106160. https://doi.org/10.1016/J.CHILDYOUTH.2021.106160
Marí Mollà, R., Bo Bonet, R. M., & Climent, C. I. (2010). Propuesta de análisis fenomenológico de los datos obtenidos en la entrevista. Universitas Tarraconensis. Revista de Ciències de l’Educació, 1(1), 113. https://doi.org/10.17345/ute.2010.1.643
Martínez Molano, V., & Rincón Cárdenas, E. (2021). Problemas y desarrollo de la identidad en el mundo digital. Revista Chilena de Derecho y Tecnologia, 10(2), 251–276. https://doi.org/10.5354/0719-2584.2021.59188
Melo, F. C., & Teixeira, M. (2016). Quais são as vozes do currículo oculto ? Revista Evidence, 12(12), 195–203.
Muilenburg, L. Y., & Berge, Z. L. (2005). Students Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
Muñoz Gaviria, D. (2011). El compromiso social de las facultades de educación: reflexiones pedagógicas en torno a la educación y la crisis de la modernidad. Agora, 11(1), 125–153.
Mupinga, D., Nora, R., & Yaw, D. (2007). The Learning Styles, Expectations, and Needs of Online Students. College teaching, 54(1), 185–189. https://doi.org/10.3200/CTCH.54.1.185-189
Muros, B. (2011). El concepto de identidad en el mundo virtual: el yo online. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(2), 49–56.
Ossa, Y. de J. (2018). Los nuevos espacios sociales para la construcción de la identidad líquida. Un acercamiento al pensamiento de Zygmunt Bauman. Revista Filosofía UIS, 17(2), 209–225. Recuperado de https://login.ez.unisabana.edu.co/login?url=https://search.ebscohost.com/login.aspx?direct= true&AuthType=ip&db=fua&AN=131870968&lang=es&site=eds-live&scope=site
Oztok, M., Lee, K., & Brett, C. (2012). Towards Better Understanding of Self-Representation in Online Learning. En T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. (Vol. 1, pp. 1867– 1874). Recuperado de https://www.learntechlib.org/primary/p/41879/.
Paz, M., Esteban, S., & Institucional, E. L. M. (2003). La enseñanza de la investigación cualitativa. 37–52.
Przesmycki, H. (2000). La pedagogía de contrato El contrato didáctico en la educación. Madrid: Grao.
Rafaeli, S. (1988). Interactivity: From new media to communication. Sage Annual Review of Communication Research: Advancing Communication Science, Vol. 16, pp. 111–134. Recuperado de http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Interactivity:+From+New+Media+to+Communication#0%5Cnfile:///Users/Home/Dropbox/Masters Thesis/Articles/Interactivity/Rafeili_?.Interactivity.pdf
Ragusa, A., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments. Rural Society, 27(2), 125–142. https://doi.org/10.1080/10371656.2018.1472914
Rahimpour, M. (2010). Current trends on syllabus design in foreign language instruction. Procedia - Social and Behavioral Sciences, 2(2), 1660–1664. https://doi.org/10.1016/j.sbspro.2010.03.254
Ramírez-Montoya, M. S. (2020). Transformación digital e innovación educativa en Latinoamérica en el marco del COVID-19. Campus virtuales, 9(2), 123–139.
Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher education students in a virtual classroom. Internet and Higher Education, 8(2), 97–110. https://doi.org/10.1016/j.iheduc.2005.03.001
Ruiz-Corbella, M., & López-Gómez, E. (2019). La misión de la universidad en el siglo xxi: comprender su origen para proyectar su futuro. Revista de la educación superior, 48(189), 1–19. Recuperado de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185 - 27602019000100001&lng=es&nrm=iso&tlng=es
Shin, M., & Hickey, K. (2020). Journal of Further and Higher Education ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/cjfh20 Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19. https://doi.org/10.1080/0309877X.2020.1847261
Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on information and communications technology and classroom learning: Implications for initial teacher education. Journal of Computer Assisted Learning, 21(2), 130–142. https://doi.org/10.1111/j.1365- 2729.2005.00120.x
Smith, J., Flowers, P., & Larkins, M. (2009). Interpretative phenomenological analysis. Theory, Method and Research. Londres: SAGE Publications Ltd.
Starkey, L. (2010). Supporting the digitally able beginning teacher. Teaching and Teacher Education, 26(7), 1429–1438. https://doi.org/10.1016/J.TATE.2010.05.002
Suler, J. (2004). The online disinhibition effect. Cyberpsychology and Behavior, 7(3), 321–326. https://doi.org/10.1089/1094931041291295
Symeonides, R., & Childs, C. (2015). The personal experience of online learning: An interpretative phenomenological analysis. Computers in Human Behavior, 51(PA), 539–545.https://doi.org/10.1016/j.chb.2015.05.015
Tokatli, A. M., & Keşli, Y. (2009). Syllabus:how much does it contribute to the effective communication with the students? Procedia - Social and Behavioral Sciences, 1(1), 1491–1494. https://doi.org/10.1016/j.sbspro.2009.01.263
Valencia Suárez, B. (2015). ¿Por qué utilizar tecnologías de la información y la comunicación en el proceso de enseñanza-aprendizaje? Páginas: Revista académica e institucional de la UCPR, 1(98), 31–36.
Wieser, D., Seeler, J. M., Sixl-Daniell, K., & Zehrer, A. (2017). Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education. 3rd International Conference on Higher Education Advances, HEAd’17, 1113–1120. https://doi.org/10.4995/head17.2017.5525
Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71– 87. https://doi.org/10.1080/01587910802004852
Published
2022-09-07
How to Cite
Jiménez-Peralta, M., & Zamora-Bugueño, C. (2022). The qualitative research Education mediated by the technology: the learning of the teacher. Journal of the University of Zulia , 13(38), 657-679. https://doi.org/10.46925//rdluz.38.36
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Papers
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