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dc.contributor.authorCastañeda, Linda
dc.contributor.authorMarín, Victoria I.
dc.date.accessioned2022-09-27T06:59:50Z
dc.date.available2022-09-27T06:59:50Z
dc.date.issued2023
dc.identifier.issn1793-7078
dc.identifier.urihttp://hdl.handle.net/10459.1/83869
dc.description.abstractDecision processes to improve pedagogical designs have been commonly based on the superficial comparison between learning design and students' results. This article focuses on proposing other ways of analysing the learning experience in higher education by exploring the (1) 'participant's declared performance' (PDP) as a collection of complex data, as well as (2) the qualitative visual network analysis (VNA), as a sustainable technique, to be used for untangling the learning activity. For this purpose, a mixed-method naturalistic case study of a pre-service teacher training course in a Spanish university, run by one professor and with the participation of 58 students, is presented. Materials collected included course design documentation regarding tasks and performance roles, students' blog posts and satisfaction questionnaires. Findings demonstrate that the joint analysis of various elements - including PDP and VNA - shows the correspondence between learning design and student's experiences. It also highlights prominent design aspects and weaknesses and provides insights for improving the learning design in future course editions. The reflection on PDP and VNA's use is an opportunity to provide, feasibly and sustainably, qualitative information for educators to research their pedagogical practices.
dc.description.sponsorshipThis study has been partially supported by the Project PID2020-113101RB-I00 “Codiseño de itinerarios personales de aprendizaje en entornos conectados en educacion superior”, funded under the State Programme for R&D&I Oriented to the Challenges of Society, from the State Plan for Scientific and Technical Research and Innovation 2017-2020 of the Spanish Ministry of Science and Innovation. State Research Agency. Linda Castañeda acknowledges the support of the Fundación Séneca, Stays of Researchers from the Region of Murcia in International Centres 2018. Junior Researchers Grant 20554/EE/18 for the design of the study. Victoria I. Marín acknowledges the support of the Grant RYC2019-028398-I funded by MCIN/AEI/ 10.13039/501100011033 and FSE “El FSE invierte en tu futuro”.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherThe Asia-Pacific Society for Computers in Education (APSCE)
dc.relation.isformatofReproducció del document publicat a https://rptel.apsce.net/index.php/RPTEL/article/view/2023-18004
dc.relation.ispartofResearch and Practice in Technology Enhanced Learning, 2023, vol. 18
dc.relation.uriinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113101RB-I00/ES/CODISEÑO DE ITINERARIOS PERSONALES DE APRENDIZAJE EN ENTORNOS CONECTADOS EN EDUCACION SUPERIOR/
dc.rightscc-by (c) Linda Castañeda, Victoria I. Marín, 2023
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectNetworked learning
dc.subjectLearning design
dc.subjectLearning activity
dc.subjectVisual network analysis (VNA
dc.subjectPre-service teacher education
dc.titleImproving Pedagogical Design in Higher Education: Untangling the Learning Activity Complexity through Students' Declared Performance
dc.typeinfo:eu-repo/semantics/article
dc.date.updated2022-09-27T06:59:51Z
dc.identifier.idgrec032605
dc.type.versionpublishedVersion
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess


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cc-by (c) Linda Castañeda, Victoria I. Marín, 2023
Except where otherwise noted, this item's license is described as cc-by (c) Linda Castañeda, Victoria I. Marín, 2023