Key Components of Learning Ecologies: A Delphi Assessment

Autor/inn/en	González-Sanmamed, Mercedes; Muñoz-Carril, Pablo-César; Santos-Caamaño, Francisco-José
Titel	Key Components of Learning Ecologies: A Delphi Assessment
Quelle	In: British Journal of Educational Technology, 50 (2019) 4, S.1639-1655 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Sanmamed, Mercedes) ORCID (Muñoz-Carril, Pablo-César) ORCID (Santos-Caamaño, Francisco-José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12805
Schlagwörter	Educational Methods; Lifelong Learning; Environmental Influences; Educational Technology; Technology Uses in Education; Student Motivation; Expectation; Learning Processes + Suchen Sie Ihr Suchwort? Educational method; Erziehungsmethode; Life-long learning; Lebenslanges Lernen; Environmental influence; Umwelteinfluss; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulische Motivation; Expectancy; Erwartung; Learning process; Lernprozess
Abstract	The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life-wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic "learning dispositions," which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called "learning processes," comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non-formal and informal training processes will provide guidance for educational policies and help to better organize training programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01