Construction of Knowledge in Open Educational Practices. A virtual learning community of basic mathematics for students entering Colombian higher education.

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Autor/in	Lugo Ariza, Ingrid
Titel	Construction of Knowledge in Open Educational Practices. A virtual learning community of basic mathematics for students entering Colombian higher education.
Quelle	Dresden: Technische Universität Dresden (2021), 356 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Dissertation, Technische Universität Dresden, 2020.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:bsz:14-qucosa2-764736
Schlagwörter	Pädagogische Praxis; Dissertation; Lernen; Mathematik; Schüler; Student; Studentin; Hochschulbildung; Schülerin; Schüler; Schülerin; Lernen; Lerngemeinschaft; Mathematik; Konstruktivismus; Hochschulbildung; Dissertation; Student; Studentin; Online
Abstract	One of the difficulties that Colombian students face in order to access higher education lies in their low performance in primary and secondary education levels, in areas like writing and mathematics. This is demonstrated, for example, in the results reported from their exams on international (Report PISA ), national (Saber 11, ICFES ), and local (UN admissions exam) scales. The admissions exam for UN allows incoming students to be identified who need to strengthen their performance in areas of which UN offers leveling tests. In this context, I was invited by the DNIA , the DNPPr , and the Academic Vice-Rector of the UN, in order to design of a pedagogical proposal mediated by the use of ICT to support these leveling courses. The pedagogical proposal revolved around the implementation of an open educational practice, a type of "open teaching" (Chiappe, 2012), in order to promote the "empowerment of learners as co-producers on the road towards lifelong learning," in other words, self-regulated or autonomous (Ehlers & Conole, 2010; Ehlers, 2011). In this document I describe the theoretical underpinnings and criteria that guided the design of each one of the components of this type of educational practice, namely: (a) a virtual site for the interaction between students, professors, and content in order to achieve the construction of a "Virtual Learning Community"; (b) the norms and rules of behavior to regulate the social relations of that community; (c) the instruments utilized in the interactive activities; and (d) the rules that establish the division of tasks in the same activity (Engeström, 1996; Cole & Engeström, 2001; Diaz Barriga, 2003; Onrubia, 2005; Coll, et al., 2008). The central axis of these components refers to the construction of a virtual learning community; therefore, the main objective of the project was to promote this construction. Faced with the potential offered by virtual learning communities, I wondered what and how does people, who decide to participate in them, learn. Some constructivist conceptions of human learning suggest that in VLC people participate to learn, learn by interacting with others, learn to understand and manifest understanding by performing cognitive performances such as: explaining, arguing, generalizing, applying, representing in a novel way, build, model, etc. Based on these conceptions, I set out to identify the potential of the VLC that I designed to strengthen the mathematical learning competencies of its participants. Thus, I analyzed the messages added by the participants in the virtual forums to characterize the processes of: a) participation, following the elements proposed by Hrastinski, (2008; 2009); b) interaction, from the community of inquiry approach (Garrison et al., 2010); c) mathematical learning, based on the basic standards of mathematical competences (MEN, 2006) and the ontosemiotic approach (Godino, 2017). I developed this research project using a mixed approach: the technique of content analysis and a combination of qualitative and quantitative methods. The proposed research design constitutes a significant contribution to the analysis of the mathematical learning achieved by the VLC participants, given its approach from different perspectives. Upon application, the following was revealed: On the one hand, the majority managed to: meet the criteria that characterize a participation in high quality virtual forums; weave an optimal network structure for interaction; show, in an authentic way, the skills and difficulties they have in communicating their ideas and learning with others; demonstrate good performance to correctly deal with mathematical concepts and to apply algorithms. Within the framework of this research, the importance of having expert moderators in guiding the discussions, from the side, was stressed in order to get VLC participants to develop high-level thoughts. Computing tools are also required to monitor and evaluate the discussion process in real time. In addition, it is essential to achieve the design of situations-generating problems of discussion and the implementation of an evaluation process that incorporates various sources and perspectives, to identify in a concrete and effective way the types of learning achieved. According to the above, it can be affirmed that the VLCs offer a high potential to strengthen the mathematical learning process of their participants, since in the debate zones you can easily observe the types of thoughts that they activate and put into operation when trying to find a solution to mathematical situations. This highlights the mathematical competences that each participant dominates and those that are difficult to understand, which makes it possible to develop targeted support strategies by teachers and moderators. The analysis of the mathematical learning of participants in virtual communities has not been sufficiently explored; In some cases, it has been limited to quantitatively reviewing the aggregate contributions in the discussion spaces, but a qualitative investigation of the discursive processes that demonstrate the concrete learning achievements has not been proposed, the combination of these two forms of analysis is one of the greatest contributions of this thesis. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2022/2