Learning ecologies in the digital erachallenges for higher education

  1. Gonzalez-Sanmamed, Mercedes 1
  2. Sangrà, Albert 2
  3. Souto-Seijo, Alba 1
  4. Estévez Blanco, Iris 1
  1. 1 Universidade da Coruña

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  2. 2 Universitat Oberta de Catalunya

    Universitat Oberta de Catalunya

    Barcelona, España

    ROR https://ror.org/01f5wp925

Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

ISSN: 1577-4147

Ano de publicación: 2020

Volume: 50

Número: 1

Páxinas: 83-102

Tipo: Artigo

DOI: 10.30827/PUBLICACIONES.V50I1.15671 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla


The immersion of society in the digital age has decisively influenced people’s ways of behaving, in the field of work, economy, entertainment and teaching. Higher education is undergoing a great transformation due to the technological development in which we are immersed, and these continuous changes have shown the need to keep us updated permanently, thus adopting the idea of ​​life-long learning. Each person and each professional has a wide and diverse range of possibilities to be trained and to learn, which requires individuals to take more and more control over their own learning process. The concept of learning ecologies provides a framework of analysis to know how we learn, and what contexts and/or elements we use to train ourselves, in order to provide us with new learning opportunities. Being aware of the elements and / or contexts that make up our learning ecologies can be a very useful strategy to help us update ourselves in a self-directed and effective way. This has led us to carry out a bibliographic study aimed at identifying some of the aspects that characterize the new ways in which we learn, which will allow us to understand the role that the university should play in today’s society.

Información de financiamento

This article was written within the framework of the research project entitled: “Cómo aprenden los mejores docentes universitarios en la era digital: impacto de las ecologías de aprendizaje en la calidad de la docencia (How the Best University Professors Learn in the Digital Age: The Impact of Learning Ecologies on Teaching Quality) (ECO4LEARN-HE), partially funded by MINECO (Reference EDU2015-67907-R). In addition, it was partially funded by the fellowship of one of the authors, Iris Estévez, in the FPI program of MINECO (BES-2016-077330).


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