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dc.contributor.authorGonzález Sanmamed, Mercedes
dc.contributor.authorMuñoz Carril, Pablo César
dc.contributor.authorSantos Caamaño, Francisco José
dc.date.accessioned2019-06-28T09:08:55Z
dc.date.available2020-11-15T02:00:08Z
dc.date.issued2019
dc.identifier.citationGonzález‐Sanmamed, M. , Muñoz‐Carril, P. and Santos‐Caamaño, F. (2019), Key components of learning ecologies: A Delphi assessment. Br J Educ Technol, 50: 1639-1655. doi:10.1111/bjet.12805
dc.identifier.urihttp://hdl.handle.net/10347/18991
dc.descriptionThis is the accepted version of the following article: González‐Sanmamed, M. , Muñoz‐Carril, P. and Santos‐Caamaño, F. (2019), Key components of learning ecologies: A Delphi assessment. Br J Educ Technol, 50: 1639-1655, which has been published in final form at https://doi.org/10.1111/bjet.12805. This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy (http://www.wileyauthors.com/self-archiving)
dc.description.abstractThe 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
dc.description.sponsorshipWe thank the Spanish Ministry of Economy and Competitiveness for their support of our study under a research project entitled “How the best University Teachers Learn: Impact on Learning Ecologies on Quality of Teaching” (ECO4LEARN‐HE) (Reference: EDU2015‐67907‐R)
dc.language.isoeng
dc.publisherWiley
dc.rights© 2019 British Educational Research Association. This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy (http://www.wileyauthors.com/self-archiving)
dc.titleKey components of learning ecologies: a Delphi assessment
dc.typejournal article
dc.identifier.doi10.1111/bjet.12805
dc.relation.publisherversionhttps://doi.org/10.1111/bjet.12805
dc.type.hasVersionAM
dc.identifier.essn1467-8535
dc.rights.accessRightsopen access
dc.contributor.affiliationUniversidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
dc.description.peerreviewedSI
dc.relation.projectIDinfo:eu-repo/grantAgreement/MINECO/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/EDU2015‐67907‐R/ES/COMO APRENDEN LOS MEJORES DOCENTES UNIVERSITARIOS EN LA ERA DIGITAL: IMPACTO DE LAS ECOLOGIAS DE APRENDIZAJE EN LA CALIDAD DE LA DOCENCIA


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