Nuevos perfiles de estudiantes de másteres en líneaaprendizaje autodirigido y motivación

  1. Sánchez-Doménech, Iluminada 1
  2. Cabeza Rodriguez, Miguel Angel
  3. Caraballo Román, Rosario
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Aldizkaria:
REDU: Revista de Docencia Universitaria

ISSN: 1696-1412,  1887-4592

Argitalpen urtea: 2023

Alea: 21

Zenbakia: 1

Orrialdeak: 83-98

Mota: Artikulua

DOI: 10.4995/REDU.2023.16894 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: REDU: Revista de Docencia Universitaria

Garapen Iraunkorreko Helburuak

Laburpena

La andragogía proporciona un marco teórico para comprender las caracte­rísticas de los estudiantes adultos, sin embargo, existe un vacío empírico en cuanto a la validez de sus principios, así como, su actualización a la universidad en línea del siglo xxi. El presente estu­dio tiene dos objetivos específicos: 1) conocer en qué medida los estudiantes adultos de un máster en línea se identi­fican con los principios de autodirección y motivación propuestos por Knowles; 2) conocer cómo se distribuyen esas características auto percibidas según edad y género y si existe correlación entre las variables edad/género y la auto identificación con los principios es­tudiados y los componentes en los que se han operativizado. Para el logro de esos objetivos se diseñó un cuestionario que cumplimentaron 168 estudiantes. Se realiza un análisis descriptivo, trans­versal y exploratorio. En la muestra analizada la competencia autopercibida para el aprendizaje autodirigido es mayoritaria, aunque significativa solo para las mujeres; no depende del tipo de motivación ni de la edad. Se identifican distintas motivaciones para cursar el máster y diferentes formas de implicación en el aprendizaje. Los resultados suponen un avance respecto al conocimiento de la distribución de las características de los estudiantes, así como, en la actualización de la andra­gogía al entorno universitario digital del siglo XXI.

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