Combining education scenarios and modalitiesthe contextual dimension of health sciences professors’ learning ecologies

  1. Iris Estévez 1
  2. Alba Souto Seijo 2
  3. Mercedes González Sanmamed 2
  4. Albert Sangrá Morer 3
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  3. 3 Universitat Oberta de Cataluyna
Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Year of publication: 2022

Issue Title: Aprendizaje extendido en la sociedad digital: combinación de entornos formales e informales

Volume: 34

Issue: 4

Pages: 767-799

Type: Article

DOI: 10.1080/11356405.2022.2109266 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Metrics

Cited by

  • Scopus Cited by: 0 (18-02-2024)
  • Web of Science Cited by: 0 (30-10-2023)
  • Dimensions Cited by: 0 (27-02-2024)

JCR (Journal Impact Factor)

  • Year 2022
  • Journal Impact Factor: 1.1
  • Journal Impact Factor without self cites: 1.0
  • Article influence score: 0.492
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 237/269 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2022
  • SJR Journal Impact: 0.466
  • Best Quartile: Q1
  • Area: Cultural Studies Quartile: Q1 Rank in area: 114/1199
  • Area: Education Quartile: Q2 Rank in area: 568/1438

Índice Dialnet de Revistas

  • Year 2022
  • Journal Impact: 1.270
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 30/232

CIRC

  • Social Sciences: A

Scopus CiteScore

  • Year 2022
  • CiteScore of the Journal : 2.9
  • Area: Cultural Studies Percentile: 93
  • Area: Education Percentile: 67

Journal Citation Indicator (JCI)

  • Year 2022
  • Journal Citation Indicator (JCI): 0.82
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 302/759

Dimensions

(Data updated as of 27-02-2024)
  • Total citations: 0
  • Recent citations (2 years): 0
  • Field Citation Ratio (FCR): 0.0

Abstract

Professional learning processes occur in many scenarios in which there are a variety of different elements that play key roles. The concept of learning ecologies is particularly useful for understanding how these complex processes happen, although it is still an embryonic line of research whose potential has not been fully explored. The objective of this study was to identify the elements of the contextual dimension of learning ecologies. This qualitative research was performed via a case study. Five professors of the health sciences field at the University of A Coruña constitute the case. Data were collected via in-depth interviews and analysed using Atlas.ti software. The results showed that there were three key elements in the contextual dimension: Activities, Interactions and Resources. Being aware of the components that make up their own ecology will help professors maintain and enhance it and, therefore, help them achieve their learning objectives.

Funding information

Funders

Bibliographic References

  • Ashwin, P. (2020). Transforming university education: A manifesto. Bloomsbury Publishing.
  • Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1–36.
  • Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224.
  • Borda, P., Dabenigno, V., Freidin, B., & Güelman, M. (2017). Estrategias para el análisis de datos cualitativos. Instituto de Investigaciones Gino Germani.
  • Brill, J., & Park, Y. (2011). Evaluating online tutorials for university faculty, staff, and students: The contribution of just-in-time online resources to learning and performance. International Journal on E-learning, 10(1), 5–26.
  • Bruininks, R. H., Keeney, B., & Thorp, J. (2010). Transforming America’s universities to compete in the “new normal”. Innovative Higher Education, 35(2), 113–125.
  • Carneiro, R. (2010). Transforming universities. In U. D. Ehlers, & D. Schneckenberg (Eds.), Changing cultures in higher education (pp. 55–67). Springer.
  • Castañeda, L. J., & Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red. Editorial Marfil.
  • Colley, H., Hodkinson, P., & Malcolm, J. (2002, December, 11-13). Non-formal learning: Mapping the conceptual terrain [Paper presentation]. Learning and Skills Research Network Annual Conference, Coventry, UK.
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative & mixed methods approaches. Sage Publications.
  • Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46–53.
  • Denzin, N. K. (2015). Triangulation. The Blackwell Encyclopedia of Sociology.
  • Díez-Gutiérrez, E., & Díaz-Nafría, J. (2018). Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica. Comunicar, 26(54), 49–58.
  • Eurydice. (2017). Modernización de la educación superior en Europa: Personal académico 2017. Oficina de Publicaciones de la Unión Europea.
  • Feixas, M. (2002). Los cambios en la docencia del profesor universitario [Unpublished doctoral dissertation]. Universitàt Autónoma de Barcelona.
  • García, F., Portillo, J., Romo, J., & Benito, M. (2007, September, 19-21). Nativos digitales y modelos de aprendizaje [Paper presentation]. IV Simposio Pluridisciplinar sobre Diseño, Evaluación y Desarrollo de Contenidos Educativos Reutilizables, Bilbao, Spain.
  • González‐Sanmamed, M., Muñoz‐Carril, P. C., & Santos‐Caamaño, F. J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 5(4), 1639–1655.
  • González-Sanmamed, M., Estévez, I., Souto-Seijo, A., & Muñoz-Carril, P. C. (2020). Digital learning ecologies and professional development of university professors. Comunicar, 28(62), 9–18.
  • González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., & Estévez, I. (2020). Learning ecologies in the digital era: Challenges for higher education. Publicaciones, 50(1), 83–102.
  • Hains, B. J., & Smith, B. (2012). Student-centered course design: Empowering students to become self-directed learners. Journal of Experiential Education, 35(3), 357–374.
  • Han, F., & Ellis, R. (2020). Personalised learning networks in the university blended learning context. Comunicar, 28(62), 19–30.
  • Hargreaves, A., & Fullan, M. (2014). Capital profesional. Morata.
  • Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9–34.
  • Inamorato dos Santos, A., Gaušas, S., Mackevičiūtė, R., Jotautytė, A., & Martinaitis, Z. (2019). Innovating professional development in higher education: An analysis of practices. Publications Office of the European Union.
  • Jackson, N. (2013). The concept of learning ecologies. In N. Jackson, & G. B. Cooper (Eds.), Lifewide learning education and personal development (pp. 1–21).
  • Jorrín-Abellán, I. M., Fontana-Abad, M., & Rubia-Avi, B. (2021). Investigar en educación. Editorial Síntesis.
  • Krahenbuhl, K. S. (2016). Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 97–105.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis. A methods sourcebook (3rd ed.). Sage Publications.
  • Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 33–42.
  • Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
  • Peña, I. (2013). El PLE de investigación-docencia: El aprendizaje como enseñanza. In L. Castañeda, & J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 93–110). Marfil.
  • Ranieri, M., Giampaolo, M., & Bruni, I. (2019). Exploring educators’ professional learning ecologies in a blended learning environment. British Journal of Educational Technology, 50(4), 1673–1686.
  • Romero, M., Guàrdia, L., Guitert, M., & Sangrà, A. (2014). Teachers’ professional development through learning ecologies: What are the experts’ views? In A. Teixeira, & A. Szucs (Eds.), Challenges for research into open & digital learning: Doing things better-doing better things (pp. 27–36). European Distance and E-learning Network.
  • Romeu-Fontanillas, T., Guitert, M., Raffaghelli, J.-E., & Sangrà, A. (2020). Ecologías de aprendizaje para usar las TIC inspirándose en docentes referentes. Comunicar, 28(62), 31–42.
  • Sangrá, A., Raffaghelli, J. E., & Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50(4), 1619–1638.
  • Sangrà, A., Raffaghelli, J. E., & Veletsianos, G. (2019). Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era. British Journal of Educational Technology, 50(4), 1615–1618.
  • Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3–13.
  • Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Pearson Learning Solutions.
  • Shen, W., Chen, H., & Hu, Y. (2014). The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students. BMC Medical Education, 14(1), 108–115.
  • Siemens, G. (2006). Knowing knowledge.
  • Smith, M. K. (2008). Informal learning: Theory, practice and experience.
  • Tomás-Folch, M., & Duran-Bellonch, M. (2017). Comprendiendo los factores que afectan la transferencia de la formación permanente del profesorado. Propuestas de mejora. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(1), 145–157.
  • Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34.
  • United Nations. (2015). Resolution adopted by the general assembly on 25 September 2015. Transforming our world: The 2030 agenda for sustainable development.
  • Van den Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92, 161–170.
  • Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325–342.
  • Weber, M. (1993). Economía y sociedad. Fondo de Cultura Económica de España.
  • Yin, R. K. (2018). Case study research and applications. Design and methods (6th ed.). Sage Publication. [Google Scholar]