Recursos Educativos Abiertos adaptados a estilos de aprendizaje para la enseñanza de competencias digitales en Educación Superior

Rosalynn Campos Ortuño; María-José Hernández-Serrano; Paula Renes-Arellano; Francisco Javier Lena-Acebo

doi:10.55777/rea.v16i31.4602

Authors

Rosalynn Campos Ortuño Universidad de Salamanca, España
María-José Hernández-Serrano Universidad de Salamanca, España https://orcid.org/0000-0003-3818-993X
Paula Renes-Arellano Universidad de Cantabria, España https://orcid.org/0000-0003-0932-7694
Francisco Javier Lena-Acebo Universidad de Cantabria, España https://orcid.org/0000-0002-7661-8398

DOI:

https://doi.org/10.55777/rea.v16i31.4602

Keywords:

Learning Styles, Open Educational Resources, Ditial Competences, CHAEA, Universty students

Abstract

Open Educational Resources (OER) are considered significant vectors of change due to their flexibility and transversality at all educational levels, also allowing customization based on learning styles. In this study, four OER were designed according to the theory of Honey and Mumford (1986) (Active-Reflective-Theoretical-Pragmatic), for the competence in digital information management. Through a training activity designed for research, the Learning Styles of university students (N=394) were identified with the CHAEA questionnaire (Alonso, 1992) and the OERs were assigned, one corresponding to their style and another, to the contrary, at the end of the study. the students valued the interest and adequacy of the analyzed resources. Among the results, it is observed that both in the assessment of interest and adequacy (structure, time, instructions and objective) the scores are higher when the OER adapts to their style, except in the perception of the time used by the students of Active and Theoretical style. It is concluded that the adaptation to styles allows personalization because it increases interest and improves assimilation by students. Being free access resources, it is possible for them to be reused, in accordance with e-Learning standards, for training in skills.

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Author Biographies

Rosalynn Campos Ortuño, Universidad de Salamanca, España

PhD in Education from the University of Salamanca, Bachelor in Education, Master in Higher Education and Specialist in Educational Informatics. Researcher in ICT applied to education, Robotics, Programming and 3D, and Digital Resources. Specialist in EdA.

María-José Hernández-Serrano, Universidad de Salamanca, España

Tenured lecturer in the Department of Theory and History of Education, University of Salamanca, Spain, where she currently teaches Teacher Education. She is interested in the analysis of cognitive and affective processes, along with the study of social contingencies affecting educational institutions and requiring new skills for educators. Her publications are mainly of the educational process mediated by technologies and digital competences. Her new research interest is on the transdisciplinary application of brain-based research to educational contexts and virtual environments, and the neuropedagogical implications of the technologies on the development of the brain in younger students. Dr. Serrano is currently the deputy director of Institutional and International Relationships in de School of Education, University of Salamanca.

Paula Renes-Arellano, Universidad de Cantabria, España

Teacher, psychopedagogue, PhD in Educational Sciences. She is currently a lecturer in the Department of Education at the University of Cantabria (UC). Expert in mediation, ICT and virtual training environments. Author of numerous articles in educational and ICT journals. She is a member of the scientific committee of several publications and conferences on learning styles, ICT and values. She is also a member of the editorial board of the scientific journal Journal of Learning Styles and a reviewer of the scientific journal Comunicar. She collaborates as a researcher in national and international projects on media competence, ICT and teaching and learning styles, values. She is the coordinator of ALFAMED-Spain (Euro-American interuniversity research network on media competences for citizenship).

Francisco Javier Lena-Acebo, Universidad de Cantabria, España

PhD from the University of Cantabria, electronic physicist and psychologist, I divide my time between research and training at various levels of formal education - undergraduate and postgraduate university education and secondary education - and the training of teaching and research staff. Passionate about the Maker world, open innovation and development and the collaborative economy, I am part of FabLab Santander. My field of research covers topics ranging from the essential aspects of the psychology of learning, the psychological involvement in economic decisions or the pathology of addictions to the use of ICT in the management and administration of the company and in decision making, BigData, Digital Manufacturing or the collaborative economy.

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