Dra. Verónica Marín Díaz Y Dr. Ignacio González López Marzo De 2012

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Dra. Verónica Marín Díaz Y Dr. Ignacio González López Marzo De 2012 UNIVERSIDAD DE CÓRDOBA DEPARTAMENTO DE EDUCACIÓN Tesis Doctoral Actitudes con respecto al uso de la plataforma tecnológica de Teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba Doctoranda: Guadalupe Aurora Maldonado Berea Directores: Dra. Verónica Marín Díaz y Dr. Ignacio González López Marzo de 2012 TÍTULO: Actitudes con respecto al uso de la plataforma tecnológica de teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba. AUTOR: Guadalupe Aurora Maldonado Berea © Edita: Servicio de Publicaciones de la Universidad de Córdoba. 2012 Campus de Rabanales Ctra. Nacional IV, Km. 396 A 14071 Córdoba www.uco.es/publicaciones [email protected] Actitudes con respecto al uso de la plataforma tecnológica de Teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba ÍNDICE INTRODUCCIÓN 1 PRIMERA PARTE: FUNDAMENTACIÓN TEÓRICA Capitulo 1. De la Universidad y sus estudiantes 11 1.1. La Universidad de ayer y hoy 16 1.1.1. Introducción 16 1.1.2. Legislación universitaria 20 1.1.3. Funciones de la Universidad 22 1.1.4. Los objetivos de la Universidad 23 1.1.5. La Universidad de Córdoba 24 1.1.6. Las TIC en el Espacio Europeo de Educación Superior 29 1.2. La Figura del profesor universitario 36 1.2.1. Funciones del profesor universitario 37 1.2.2. El EEES y el profesor universitario 47 1.3. La Figura del estudiante universitario 51 1.3.1. Derechos y Obligaciones del estudiante universitario 52 1.3.2. El EEES y el estudiante universitario 55 Capitulo 2. Formación tecnológica del profesor y del estudiante universitario 59 2.1. Las TIC y el profesor universitario 62 2.1.1. Educación y TIC 63 2.2. Formación en TIC del profesor universitario en el EEES 69 2.2.1. Antecedentes sobre la formación del profesorado en el uso de las TIC y las plataformas de Teleformación 70 2.3. Las TIC y el estudiante universitario 77 2.3.1. Características y particularidades del estudiante universitario en la actualidad: un punto de vista tecnológico y de aprendizaje 78 2.3.2. Las TIC y el estudiante universitario: implicaciones y 81 A Actitudes con respecto al uso de la plataforma tecnológica de Teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba retos en su utilización 2.4. Formación en TIC del estudiante universitario en el EEES 86 2.4.1. Las TIC y el estudiante universitario en el EEES: Un reto para la Docencia Universitaria 87 2.4.2. EEES: Tendencias en el uso de las TIC por el 96 estudiante universitario Capitulo 3. Plataformas Virtuales 101 3.1. Consideraciones y Generalidades de las plataformas 104 virtuales 3.1.1. Las TIC: Conceptualización y particularidades 104 3.1.2. Evolución y desarrollo de las TIC 110 3.1.2.1. Las TIC en la Educación 111 3.1.3. La Educación a Distancia y las Plataformas Virtuales 128 3.1.4. Formación en Red o Teleformación 131 3.2. Clasificación de las plataformas de Teleformación 134 3.3. Plataformas de Teleformación y su uso en el proceso 142 educativo 3.4. Proceso de enseñanza – aprendizaje mediante el apoyo de la plataforma de Teleformación: Moodle 147 3.5. Las plataformas de Teleformación en el proceso de enseñanza – aprendizaje en la modalidad presencial 151 3.6. Las plataformas y el EEES 154 SEGUNDA PARTE: ESTUDIO EMPÍRICO Capítulo 4. Metodología y diseño 157 4.1. Planteamiento del problema de investigación 161 4.2. Objetivos del estudio 166 4.3. Hipótesis 168 4.4. Variables del Estudio 169 4.4.1. Variables Independientes 169 4.4.2. Variables dependientes 170 B Actitudes con respecto al uso de la plataforma tecnológica de Teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba 4.5. Diseño de la investigación 176 4.5.1. Fases del Diseño de la Investigación 177 4.6. Instrumento de recogida de datos 181 4.6.1. El cuestionario dirigido al alumnado 181 4.6.2. El grupo de discusión 200 4.7. Población y muestra 205 4.8. Estrategia de Análisis de los datos 209 TERCERA PARTE: RESULTADOS OBTENIDOS Capitulo 5. Resultados obtenidos 211 5.1. Resultados de Análisis Cuantitativos 216 5.1.1 Actitudes generales hacia la Teleformación 216 5.1.2. Experiencia Previa en Teleformación 218 5.1.2.1. Uso de herramientas de comunicación sincrónica y asincrónica (Chat, foro, correo electrónico) 218 5.1.2.2. Uso de herramientas web 2.0 (blogs, wikis, podcasting, 225 RSS) 5.1.2.3. Lugar de conexión para acceder a la Plataforma de Teleformación Moodle (Facultad, casa) 227 5.1.3. Conocimiento de herramientas de interacción 229 5.1.4. Habilidades en el uso de herramientas de interacción 234 5.1.5. Procesos técnicos de la PTM 241 5.1.6. Procesos pedagógicos derivados de la PTM 244 5.1.7. Correlaciones bivariadas de las dimensiones constitutivas del problema 251 5.2. Resultados de Análisis Cualitativos 259 5.2.1. Frecuencias GD Profesorado 259 5.2.1.1. Relaciones e influencias: GD Profesorado 260 5.2.1.2. Códigos anidados y múltiples: GD Profesorado 328 5.2.1.2.1. Relaciones e influencias: GD Profesorado 328 5.2.2. Frecuencias GD Estudiantes 362 5.2.2.1. Relaciones e influencias: GD Estudiantes 363 C Actitudes con respecto al uso de la plataforma tecnológica de Teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba 5.2.2.2. Códigos anidados y múltiples: GD Estudiantes 384 5.2.2.2.1. Relaciones e influencias: GD Estudiantes 384 CUARTA PARTE: CONCLUSIONES Y PROPUESTAS Capitulo 6. Conclusiones y propuestas 399 6.1. Conclusiones 403 6.1.1. Conclusiones: Primera Hipótesis 403 6.1.2. Conclusiones: Segunda Hipótesis 411 6.1.3. Conclusiones: Tercera Hipótesis 416 6.1.4. Conclusiones: Cuarta Hipótesis 423 6.2. Propuestas 426 6.2.1. Propuestas: Alumnado 426 6.2.2. Propuestas: Profesorado 427 6.1. Conclusions 429 Conclusions: First Hypothesis 430 Conclusions: Second Hypothesis 435 Conclusions: Third Hypothesis 439 Conclusions: Fourth Hypothesis 444 Proposals 447 Proposals: Student 447 Proposals: Teachers 447 ÍNDICE DE FIGURAS Figura 1.1.1 Vertientes que inciden en la docencia Universitaria 17 Figura 1.1.2 Eje 1: Universidad – Política Universitaria 18 Figura 1.1.3 Eje 2: Materias de Currículm – Ciencia - Tecnología 18 Figura 1.1.4 Eje 3: Profesores – Mundo profesional 19 Figura 1.1.5 Eje 4: Estudiantes – Mundo del empleo 19 Figura 1.1.6 Estructura legislativa de la LOU 21 Figura 1.1.7 Declaración de Bolonia, Praga y Berlín 30 Figura 1.1.8 Declaración de Bergen y Comunicado de Londres 30 Figura 1.1.9 Comunicado de Lovaina y Declaración de Budapest– 31 D Actitudes con respecto al uso de la plataforma tecnológica de Teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba Viena Figura 1.1.10 Factores claves en la integración adecuada de las TIC en la formación universitaria 34 Figura 1.1.11 Mejoras sugeridas en la incorporación de las TIC al proceso 35 Figura 1.2.1 Modelo Enseñanza: su evolución 48 Figura 1.3.1 Roles actuales de los estudiantes 52 Figura 2.1.1 Impacto de las TIC en la Educación 64 Figura 2.1.2 Perspectiva del Aprendizaje: Ventajas e 67 inconvenientes Figura 2.1.3 Perspectiva del estudiantado: ventajas e 68 inconvenientes Figura 2.1.4 Perspectiva del profesorado: ventajas e 68 inconvenientes Figura 2.1.5 Perspectiva del Centro Educativo: ventajas e inconvenientes 69 Figura 2.1.6 Representación de los países en los diferentes 73 grupos Figura 2.3.1 Mapa de habilidades de comunicación, Constelación de habilidades de Comunicación 84 Figura 2.4.1 Comparación de las características principales del alumnado y estudiantes Figura 2.4.2 Resultados preliminares del Proyecto SPOT PLUS 96 Figura 3.1.1 Componentes de las TIC 105 Figura 3.1.2 Estructura de un ordenador (hardware) 106 Figura 3.1.3 El empleo de la telemática en las empresas 109 Figura 3.1.4 Elementos que integran la Web 117 Figura 3.1.5 Diferencias entre la Web 1.0 y la Web 2.0 120 Figura 3.1.6 Particularidades de la Web 120 Figura 3.1.7 El concepto de Web 2.0 121 Figura 3.1.8 Servicios y aplicaciones de la Web 2.0 122 Figura 3.1.9 Aproximaciones clásicas a la educación a distancia 129 E Actitudes con respecto al uso de la plataforma tecnológica de Teleformación Moodle: El caso de los estudiantes de la Facultad de Ciencias de la Educación, Universidad de Córdoba Figura 3.1.10 Diferencias entre los conceptos: EA, ED, EV y EL 130 Figura 3.1.11 Características distintivas de la formación en red 132 Figura 3.1.12 Dimensiones a través de la red 133 Figura 3.1.13 Escenarios de la Teleformación 133 Figura 3.1.14 Elementos básico de un sistema de Teleformación 134 Figura 3.2.1 Tipos de redes 135 Figura 3.2.2 Herramientas de interacción 136 Figura 3.2.3 Etapas evolutivas del CMS 137 Figura 3.3.1 Procesos de la Teleformación 142 Figura 3.3.2 Clasificación de las herramientas de una plataforma de Teleformación 144 Figura 3.3.3 Posibilidades técnicas de la Plataforma de Teleformación Moodle 145 Figura 3.3.4 Posibilidades didácticas de la Plataforma de Teleformación Moodle 147 Figura 3.4.1 Modelos educativos y tipos de sistema de gestión de contenido que facilita la Plataforma de Teleformación Moodle.
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