The article analyzes a conceptual framework to compares experiences of social innovation in Latin America, finding social innovation as a social shared competence, that crosses the borders between social and economic areas. The selected experiences are originated and guided by the satisfaction of a human need and the generation of relationships between individuals and groups of different spaces and scale. The impact of those experiences is recognized under the understanding of social innovation as a shared competence among actors. It is concluded that the different conceptualizations lead to a conceptual framework in which three key elements are proposed for their understanding: first, the orientation to social values; second, the human factor as motor, promoter and source of development; and third, alliances between different actors.
{"title":"Social Innovation: A Social Shared Competence","authors":"Martha Leticia Silva Flores, Á. R. Pedroza Zapata","doi":"10.14201/eks20181924762","DOIUrl":"https://doi.org/10.14201/eks20181924762","url":null,"abstract":"The article analyzes a conceptual framework to compares experiences of social innovation in Latin America, finding social innovation as a social shared competence, that crosses the borders between social and economic areas. The selected experiences are originated and guided by the satisfaction of a human need and the generation of relationships between individuals and groups of different spaces and scale. The impact of those experiences is recognized under the understanding of social innovation as a shared competence among actors. It is concluded that the different conceptualizations lead to a conceptual framework in which three key elements are proposed for their understanding: first, the orientation to social values; second, the human factor as motor, promoter and source of development; and third, alliances between different actors.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Chiazzese, G. Fulantelli, V. Pipitone, D. Taibi
This paper presents the results of a project on Computational Thinking education for primary school pupils. During the project – called Computational Thinking for children education – 81 students from a primary school in Italy have been guided to the design and development of computer games through the Microsoft Kodu game development platform. Different activities have been proposed to the pupils with the aim of promoting Computational Thinking abilities and skills. A narrative approach has been adopted throughout the project. Preliminary results of the educational experience highlight as the adoption of narrative learning and physical reproduction of manipulative programming objects provide an affordance for the development of Computational Thinking abilities. Furthermore, constancy during the learning process affects the acquisition of game development skills; finally, the design and implementation of computer games using Kodu have had a significant positive influence on the perception of computer programming.
{"title":"Engaging Primary School Children in Computational Thinking: Designing and Developing Videogames","authors":"G. Chiazzese, G. Fulantelli, V. Pipitone, D. Taibi","doi":"10.14201/eks20181926381","DOIUrl":"https://doi.org/10.14201/eks20181926381","url":null,"abstract":"This paper presents the results of a project on Computational Thinking education for primary school pupils. During the project – called Computational Thinking for children education – 81 students from a primary school in Italy have been guided to the design and development of computer games through the Microsoft Kodu game development platform. Different activities have been proposed to the pupils with the aim of promoting Computational Thinking abilities and skills. A narrative approach has been adopted throughout the project. Preliminary results of the educational experience highlight as the adoption of narrative learning and physical reproduction of manipulative programming objects provide an affordance for the development of Computational Thinking abilities. Furthermore, constancy during the learning process affects the acquisition of game development skills; finally, the design and implementation of computer games using Kodu have had a significant positive influence on the perception of computer programming.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Eslava-Suanes, Ignacio González-López, Carlota De-León-Huertas
La finalidad de este trabajo es definir el perfil competencial de la educacion social, lo que implica valorar en que medida las competencias propuestas son necesarias segun la percepcion de los profesionales. El estudio se enmarca en un diseno mixto complejo gestionado, al amparo de tres grupos de discusion con educadoras y educadores sociales, a traves de cuatro momentos de trabajo: analisis previo de la situacion profesional intrinseca y extrinseca del educador o educadora social por medio de una matriz DAFO, valoracion del modelo de competencias a traves de un cuestionario de naturaleza cuantitativa que incorpora el uso de escalas, discusion con los diferentes grupos de educadoras y educadores sociales para construir una vision consensuada de la profesion y diseno de propuestas de mejora con la aplicacion de una matriz CAME. La riqueza de los resultados extraidos ha permitido redefinir un perfil competencial con el que el profesional de la educacion social se siente identificado. Dicho perfil esta compuesto por 23 competencias agrupadas en seis dimensiones: competencias comunicativas, competencias critico-reflexivas, competencias sociales, conocimientos disciplinares, competencias funcionales y competencias definitorias de la identidad profesional.
{"title":"La identidad profesional del educador social a través de su perfil competencial","authors":"M. Eslava-Suanes, Ignacio González-López, Carlota De-León-Huertas","doi":"10.14201/EKS20181915376","DOIUrl":"https://doi.org/10.14201/EKS20181915376","url":null,"abstract":"La finalidad de este trabajo es definir el perfil competencial de la educacion social, lo que implica valorar en que medida las competencias propuestas son necesarias segun la percepcion de los profesionales. El estudio se enmarca en un diseno mixto complejo gestionado, al amparo de tres grupos de discusion con educadoras y educadores sociales, a traves de cuatro momentos de trabajo: analisis previo de la situacion profesional intrinseca y extrinseca del educador o educadora social por medio de una matriz DAFO, valoracion del modelo de competencias a traves de un cuestionario de naturaleza cuantitativa que incorpora el uso de escalas, discusion con los diferentes grupos de educadoras y educadores sociales para construir una vision consensuada de la profesion y diseno de propuestas de mejora con la aplicacion de una matriz CAME. La riqueza de los resultados extraidos ha permitido redefinir un perfil competencial con el que el profesional de la educacion social se siente identificado. Dicho perfil esta compuesto por 23 competencias agrupadas en seis dimensiones: competencias comunicativas, competencias critico-reflexivas, competencias sociales, conocimientos disciplinares, competencias funcionales y competencias definitorias de la identidad profesional.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"19 1","pages":"53-76"},"PeriodicalIF":3.9,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47192053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School management and pedagogical leadership are key in the improvement of the quality of schools. It is vital to people in charge to be satisfied with their performance of the position, a fact that leads to a greater motivation and commitment. In this paper we study job satisfaction of principals in secondary schools, given the importance of educational agents for the proper running of schools. To this end, a secondary data analysis is carried out based on data obtained in the latest edition of the Teaching and Learning International Survey (TALIS) study promoted by the OECD (OECD, 2014) with the aim of explaining satisfaction in the school management related to variables associated to the performance of the role. The results show a greater satisfaction of principals when they allow the community to participate in the decision making process, when they perform a distributed leadership and promote a collaborative culture. Among the tasks related to job dissatisfaction are those linked to the traditional bureaucratic management model still prevailing. Based on the results, there have been made some proposals based on the development of professional management paths and training in skills related to distributed leadership, the promotion of collaboration spaces between educational agents and learning communities.
{"title":"Explicación de la satisfacción en la dirección escolar a partir del desempeño de la función directiva","authors":"Inmaculada Martínez García, Javier Gil Flores","doi":"10.14201/EKS20181917795","DOIUrl":"https://doi.org/10.14201/EKS20181917795","url":null,"abstract":"School management and pedagogical leadership are key in the improvement of the quality of schools. It is vital to people in charge to be satisfied with their performance of the position, a fact that leads to a greater motivation and commitment. In this paper we study job satisfaction of principals in secondary schools, given the importance of educational agents for the proper running of schools. To this end, a secondary data analysis is carried out based on data obtained in the latest edition of the Teaching and Learning International Survey (TALIS) study promoted by the OECD (OECD, 2014) with the aim of explaining satisfaction in the school management related to variables associated to the performance of the role. The results show a greater satisfaction of principals when they allow the community to participate in the decision making process, when they perform a distributed leadership and promote a collaborative culture. Among the tasks related to job dissatisfaction are those linked to the traditional bureaucratic management model still prevailing. Based on the results, there have been made some proposals based on the development of professional management paths and training in skills related to distributed leadership, the promotion of collaboration spaces between educational agents and learning communities.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"19 1","pages":"77-95"},"PeriodicalIF":3.9,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47016436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Michavila, Jorge M. Martínez, M. Martín-González, F. García-Peñalvo, Juan Cruz-Benito
En los ultimos anos, el fomento de la empleabilidad y la adquisicion de competencias se ha convertido en una de las prioridades de las universidades en el marco del Espacio Europeo de Educacion Superior. Esto ha supuesto un nuevo impulso para afrontar las crecientes dificultades relacionadas con la insercion laboral de los titulados y los desajustes entre la formacion recibida y los requisitos de los puestos de trabajo. En el nuevo paradigma educativo, las competencias se han convertido en la referencia a partir de la cual se organiza, planifica y evalua el aprendizaje, y las agencias de calidad encargadas de evaluar los planes de estudio han introducido nuevos criterios ligados a la empleabilidad y la insercion laboral. Sin embargo, en Espana la informacion sobre muchos de estos temas es insuficiente, especialmente en cuanto a las competencias que se necesitan a lo largo de la vida laboral y la aportacion de la universidad en su adquisicion, los factores que determinan el acceso al empleo y la estabilidad laboral, la satisfaccion con el trabajo y con la formacion recibida, la idoneidad de las metodologias educativas utilizadas, o los desajustes entre la educacion y el empleo. Con esta finalidad, en el ano 2012 se creo el Observatorio de Empleabilidad y Empleo Universitarios. El objetivo de este articulo es la presentacion de los resultados de esta iniciativa sistemica de politica universitaria encaminada al seguimiento y a la medicion de la empleabilidad y el empleo de los universitarios en Espana.
{"title":"Empleabilidad de los titulados universitarios en España. Proyecto OEEU","authors":"F. Michavila, Jorge M. Martínez, M. Martín-González, F. García-Peñalvo, Juan Cruz-Benito","doi":"10.14201/EKS20181912139","DOIUrl":"https://doi.org/10.14201/EKS20181912139","url":null,"abstract":"En los ultimos anos, el fomento de la empleabilidad y la adquisicion de competencias se ha convertido en una de las prioridades de las universidades en el marco del Espacio Europeo de Educacion Superior. Esto ha supuesto un nuevo impulso para afrontar las crecientes dificultades relacionadas con la insercion laboral de los titulados y los desajustes entre la formacion recibida y los requisitos de los puestos de trabajo. En el nuevo paradigma educativo, las competencias se han convertido en la referencia a partir de la cual se organiza, planifica y evalua el aprendizaje, y las agencias de calidad encargadas de evaluar los planes de estudio han introducido nuevos criterios ligados a la empleabilidad y la insercion laboral. Sin embargo, en Espana la informacion sobre muchos de estos temas es insuficiente, especialmente en cuanto a las competencias que se necesitan a lo largo de la vida laboral y la aportacion de la universidad en su adquisicion, los factores que determinan el acceso al empleo y la estabilidad laboral, la satisfaccion con el trabajo y con la formacion recibida, la idoneidad de las metodologias educativas utilizadas, o los desajustes entre la educacion y el empleo. Con esta finalidad, en el ano 2012 se creo el Observatorio de Empleabilidad y Empleo Universitarios. El objetivo de este articulo es la presentacion de los resultados de esta iniciativa sistemica de politica universitaria encaminada al seguimiento y a la medicion de la empleabilidad y el empleo de los universitarios en Espana.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"19 1","pages":"21-39"},"PeriodicalIF":3.9,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42888015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-25DOI: 10.14201/EKS201819197114
M. Donat, Carmen Carmona Rodríguez, J. V. Mollón, M. J. Sanchís
The main objective of this study is to analyze the differences in intercultural competencies among the students at the university who wish to apply for the Erasmus program and those who do not. A questionnaire was used to gather information from students who study Social Sciences at the University of Valencia. In general, results show differences between these two groups. Students with an interest in applying for the exchange program of Erasmus had a greater communicative competence in different languages and were more open minded than students lacking an interest in applying for this kind of scholarship. Although results show only differences in the former two competences, we need to highlight that intercultural and communication competences are fundamental in personal development, socialization and integration in new and diverse cultural contexts.
{"title":"Competencias interculturales en Educación Superior: Aspecto clave para la movilidad","authors":"M. Donat, Carmen Carmona Rodríguez, J. V. Mollón, M. J. Sanchís","doi":"10.14201/EKS201819197114","DOIUrl":"https://doi.org/10.14201/EKS201819197114","url":null,"abstract":"The main objective of this study is to analyze the differences in intercultural competencies among the students at the university who wish to apply for the Erasmus program and those who do not. A questionnaire was used to gather information from students who study Social Sciences at the University of Valencia. In general, results show differences between these two groups. Students with an interest in applying for the exchange program of Erasmus had a greater communicative competence in different languages and were more open minded than students lacking an interest in applying for this kind of scholarship. Although results show only differences in the former two competences, we need to highlight that intercultural and communication competences are fundamental in personal development, socialization and integration in new and diverse cultural contexts.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"19 1","pages":"97-114"},"PeriodicalIF":3.9,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48805603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recientemente en una entrevista con empleadores de un master universitario se ponia de manifiesto la importancia que estos le daban a las competencias transversales para estos egresados. En el Barometro de empleabilidad y empleo universitarios (Edicion Master 2017), presentado en febrero de 2018, se destacaba la vision que los egresados tenian de la importancia de estas competencias y el nivel formativo que recibian en estos titulos universitarios. En este articulo se va a reflexionar sobre este aspecto tan importante de cara al empleo de los universitarios y del papel que debe jugar la Universidad.
{"title":"Las competencias transversales de los egresados de los másteres universitarios","authors":"F. García-Peñalvo","doi":"10.14201/EKS2018191719","DOIUrl":"https://doi.org/10.14201/EKS2018191719","url":null,"abstract":"Recientemente en una entrevista con empleadores de un master universitario se ponia de manifiesto la importancia que estos le daban a las competencias transversales para estos egresados. En el Barometro de empleabilidad y empleo universitarios (Edicion Master 2017), presentado en febrero de 2018, se destacaba la vision que los egresados tenian de la importancia de estas competencias y el nivel formativo que recibian en estos titulos universitarios. En este articulo se va a reflexionar sobre este aspecto tan importante de cara al empleo de los universitarios y del papel que debe jugar la Universidad.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"19 1","pages":"7-19"},"PeriodicalIF":3.9,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44149980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La decimoctava edicion del Congreso Internacional de Investigacion Educativa en Espana, organizado por la Asociacion Interuniversitaria de Investigacion Pedagogica (AIDIPE), en colaboracion con el Instituto Universitario de Ciencias de la Educacion (IUCE) de la Universidad de Salamanca, se celebro hace ya unos meses (28 al 30 de junio de 2017) en el entorno de la celebracion del VIII Centenario de la Universidad salmantina (1218-2018). Este evento cientifico que nacio hace mas de treinta anos por el impulso de jovenes investigadores en educacion en los albores de una nueva Universidad espanola, con el fin de reunir a companeros y amigos y compartir experiencias y avances en metodologia y en contenido de investigacion en educacion, llega a la mas longeva Universidad espanola. Actualmente, con un alto desarrollo tecnologico y de afluencia de jovenes y seniores investigadores en educacion, desde una perspectiva interdisciplinar, construyendo aproximaciones novedosas a soluciones de problemas educativos de esta nueva sociedad del conocimiento, con un enfoque propio de la ciencia abierta o la ciencia conectada en red. Este numero de la revista Education in The Knowledge Society (EKS) quiere servir de homenaje y agradecimiento a los jovenes y a los seniores investigadores que han participado en su organizacion y en su exito. Como muestra de los resultados del Congreso de Salamanca presentamos tres de los estudios mejor valorados por el equipo cientifico nacional e internacional.
{"title":"El Congreso AIDIPE2017, XVIII Congreso Internacional de Investigación Educativa: Interdisciplinaridad y Transferencia","authors":"M. Rodríguez-Conde","doi":"10.14201/EKS20181914151","DOIUrl":"https://doi.org/10.14201/EKS20181914151","url":null,"abstract":"La decimoctava edicion del Congreso Internacional de Investigacion Educativa en Espana, organizado por la Asociacion Interuniversitaria de Investigacion Pedagogica (AIDIPE), en colaboracion con el Instituto Universitario de Ciencias de la Educacion (IUCE) de la Universidad de Salamanca, se celebro hace ya unos meses (28 al 30 de junio de 2017) en el entorno de la celebracion del VIII Centenario de la Universidad salmantina (1218-2018). Este evento cientifico que nacio hace mas de treinta anos por el impulso de jovenes investigadores en educacion en los albores de una nueva Universidad espanola, con el fin de reunir a companeros y amigos y compartir experiencias y avances en metodologia y en contenido de investigacion en educacion, llega a la mas longeva Universidad espanola. Actualmente, con un alto desarrollo tecnologico y de afluencia de jovenes y seniores investigadores en educacion, desde una perspectiva interdisciplinar, construyendo aproximaciones novedosas a soluciones de problemas educativos de esta nueva sociedad del conocimiento, con un enfoque propio de la ciencia abierta o la ciencia conectada en red. Este numero de la revista Education in The Knowledge Society (EKS) quiere servir de homenaje y agradecimiento a los jovenes y a los seniores investigadores que han participado en su organizacion y en su exito. Como muestra de los resultados del Congreso de Salamanca presentamos tres de los estudios mejor valorados por el equipo cientifico nacional e internacional.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"19 1","pages":"41-51"},"PeriodicalIF":3.9,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45941954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-21DOI: 10.14201/EKS201718497112
Claudia Navarro-Corona
The demand for specialized profiles, typical of the knowledge society, has permeated Latin American educational systems, which is why evaluation systems have been established that seek to guarantee specific qualities in professors and scholar principals. The directive function has been recognized in educational research as a relevant activity for school functioning and indirectly for educational results; nevertheless, in the case of some educational systems, for example, the Mexican one, there are few formal offers for preparation in this function. In this framework, the objective of this paper is to identify the training mechanisms that directors use, as well as the knowledge they acquire through these ones. Through qualitative research conducted through interviews with directors and authorities of the Mexican educational system, it was found: 1) through assisted learning processes and learning in practice, in which the directors rely on nearby figures to acquire knowledge about their work; and 2) in self-adhered processes such as the observation and re-elaboration of management models, strategies of inquiry, trial and error and consultation of materials, principals apprehend to identify and solve problems, relate to others, adapt to contexts and manage school documentation. It is concluded that the essential knowledge of the directive function is acquired in the field of work, so it is recommended to redesign the training schemes that are focused on the action.
{"title":"Estrategias de aprendizaje de los directores escolares en la sociedad del conocimiento","authors":"Claudia Navarro-Corona","doi":"10.14201/EKS201718497112","DOIUrl":"https://doi.org/10.14201/EKS201718497112","url":null,"abstract":"The demand for specialized profiles, typical of the knowledge society, has permeated Latin American educational systems, which is why evaluation systems have been established that seek to guarantee specific qualities in professors and scholar principals. The directive function has been recognized in educational research as a relevant activity for school functioning and indirectly for educational results; nevertheless, in the case of some educational systems, for example, the Mexican one, there are few formal offers for preparation in this function. In this framework, the objective of this paper is to identify the training mechanisms that directors use, as well as the knowledge they acquire through these ones. Through qualitative research conducted through interviews with directors and authorities of the Mexican educational system, it was found: 1) through assisted learning processes and learning in practice, in which the directors rely on nearby figures to acquire knowledge about their work; and 2) in self-adhered processes such as the observation and re-elaboration of management models, strategies of inquiry, trial and error and consultation of materials, principals apprehend to identify and solve problems, relate to others, adapt to contexts and manage school documentation. It is concluded that the essential knowledge of the directive function is acquired in the field of work, so it is recommended to redesign the training schemes that are focused on the action.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"97-112"},"PeriodicalIF":3.9,"publicationDate":"2017-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48509697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El objetivo de esta investigacion fue indagar el efecto del eTraining usando como tecnica didactica el aprendizaje colaborativo (AC), sobre el desempeno laboral de trabajadores de empresas privadas en Mexico, para identificar los componentes de esta modalidad y crear una propuesta para procesos de capacitacion formal. Se utilizo un diseno cuasi-experimental intragrupo y un enfoque cuantitativo, con muestreo por conveniencia para 28 empleados de puestos directivos de organizaciones de servicios del giro de alimentos en Mexico. Los analisis estadisticos no parametricos para k muestras relacionadas (prueba de Friedman con p<0.05) indican que las habilidades de colaboracion y el desempeno laboral mejoraron despues del tratamiento experimental (eTraining), y que el tamano del efecto (g de Hedges) fue de 0.89 y 0.82 respectivamente; el analisis de correlacion bivariada (r) entre colaboracion y desempeno laboral, mostro un indice de 0.91 (p<0.01), una correlacion positiva muy fuerte; el analisis de correlacion multivariada (r) para las dimensiones de colaboracion y desempeno laboral, muestra que cuando se presenta un cambio en interdependencia positiva se beneficia a la calidad, construccion de significado beneficia a eficacia, y relaciones psicosociales favorece la actuacion laboral y productividad. Estos hallazgos muestran que la implantacion del eTraining en el sector privado permite contar con entrenamiento efectivo para desarrollar habilidades de colaboracion y mejorar el desempeno laboral de puestos directivos. En este articulo se presenta el estado de la cuestion del eTraining y el AC, habilidades de colaboracion y desempeno laboral; la metodologia cuantitativa empleada; los componentes del eTraining usando el AC como tecnica didactica; los analisis estadisticos y discusion de resultados, para culminar con las conclusiones y recomendaciones.
{"title":"eTraining: aprendizaje colaborativo y desempeño laboral","authors":"Anabel Velásquez-Durán","doi":"10.14201/EKS20171845373","DOIUrl":"https://doi.org/10.14201/EKS20171845373","url":null,"abstract":"El objetivo de esta investigacion fue indagar el efecto del eTraining usando como tecnica didactica el aprendizaje colaborativo (AC), sobre el desempeno laboral de trabajadores de empresas privadas en Mexico, para identificar los componentes de esta modalidad y crear una propuesta para procesos de capacitacion formal. Se utilizo un diseno cuasi-experimental intragrupo y un enfoque cuantitativo, con muestreo por conveniencia para 28 empleados de puestos directivos de organizaciones de servicios del giro de alimentos en Mexico. Los analisis estadisticos no parametricos para k muestras relacionadas (prueba de Friedman con p<0.05) indican que las habilidades de colaboracion y el desempeno laboral mejoraron despues del tratamiento experimental (eTraining), y que el tamano del efecto (g de Hedges) fue de 0.89 y 0.82 respectivamente; el analisis de correlacion bivariada (r) entre colaboracion y desempeno laboral, mostro un indice de 0.91 (p<0.01), una correlacion positiva muy fuerte; el analisis de correlacion multivariada (r) para las dimensiones de colaboracion y desempeno laboral, muestra que cuando se presenta un cambio en interdependencia positiva se beneficia a la calidad, construccion de significado beneficia a eficacia, y relaciones psicosociales favorece la actuacion laboral y productividad. Estos hallazgos muestran que la implantacion del eTraining en el sector privado permite contar con entrenamiento efectivo para desarrollar habilidades de colaboracion y mejorar el desempeno laboral de puestos directivos. En este articulo se presenta el estado de la cuestion del eTraining y el AC, habilidades de colaboracion y desempeno laboral; la metodologia cuantitativa empleada; los componentes del eTraining usando el AC como tecnica didactica; los analisis estadisticos y discusion de resultados, para culminar con las conclusiones y recomendaciones.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"53-73"},"PeriodicalIF":3.9,"publicationDate":"2017-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42198919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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