Resumen de La creación colaborativa de conocimientos en torno a la interlengua en modalidad b-learning
Rosa Isela Sandoval Cruz
- español
“El objetivo de este estudio es construir un modelo explicativo de la experiencia de construcción colaborativa de conocimientos (CCC) que tienen docentes de inglés en formación a través de su participación en foros de discusión de la plataforma Moodle como parte de una clase semipresencial (b-learning) de psicolingüística de nivel licenciatura. Hasta el momento en que se realizó este estudio, es inexistente en México y escasa a nivel internacional la investigación sobre el uso de ambientes virtuales de aprendizaje (AVA) para el aprendizaje de conceptos científicos por docentes de inglés en formación y, en general, para el aprendizaje de conceptos umbrales. Además, diversos estudios empíricos han demostrado que la construcción de conocimientos mediante la interacción o colaboración en ambientes virtuales difícilmente llega a consolidarse. Una de las causas sugeridas para ello es que los modelos teóricos utilizados para investigar la construcción colaborativa de conocimientos soslayan las percepciones y experiencias de los estudiantes sobre lo que constituye tal construcción. Mediante un estudio de caso cualitativo se examinaron las concepciones de los participantes sobre la CCC en torno al concepto umbral de interlengua en un curso semipresencial de psicolingüística en la licenciatura de lengua inglesa en la Universidad del Sur de México (USM, un pseudónimo).”
- English
The goal of this paper is to build an explanatory model of pre-service English teachers’ experiences of collaborative knowledge building who participated in online discussion forums on Moodle within a b-learning, undergraduate psycholinguistics course. In Mexico and internationally, research on pre-service teachers’ learning of threshold concepts through virtual learning environments is scarce. Besides, several empirical studies have shown that knowledge building in virtual environments is weak. It has been suggested that the cause of this shortcoming lies in the fact that the theoretical models used to investigate collaborative knowledge building overlook students’ conceptions about what constitutes such knowledge building. Through a qualitative case study, the participants’ conceptions of collaborative knowledge building about the threshold concept of interlanguage were examined. The participants were 16 students taking a b-learning psycholinguistics course at the BA in English of the University of Southern Mexico (USM, a pseudonym). Their conceptions were contrasted with their online discourse. The research is grounded on Vygotsky’s sociocultural theory, phenomenography and Legitimation Code Theory (LTC). Data were collected through interviews, non-participant observation through screenshots and field notes.
Interviews were analyzed with open phenomenographic coding. An analytic matrix was developed from the data for LTC coding, and another matrix of closed coding was developed using the stages of the Interaction Analysis Model. Three structural experiential categories were found: Going over the content, Expanding knowledge with self-regulation, and Negotiating knowledge. Three referential categories were found: No crossing, Liminality, and Crossing the Threshold. Most participants held conceptions in the intermediate categories (Expanding knowledge with self-regulation and Liminality). Only three participants crossed the threshold. Among the causes of these experiences were the apprenticeship of observation about error treatment in language learning and the presence or absence of critical reflection about it and relevant contextual elements, all guided by the focal disciplinary concepts. The messages showing oscillations between abstraction/condensation and contextualization/disaggregation of concepts were legitimated as useful for learning.
They mostly correspond to stage 1 of the IAM, but some messages also showed stage 2. The participants reported establishing parallel forum on WhatsApp to express and negotiate dissonance, which suggests that more advanced stages of the IAM took place there. It is concluded that the collaborative tasks of the instructional design, the apprenticeship of observation and the ability to reflect critically about it are crucial for the threshold crossing involved in deep learning of the concept of interlanguage. Therefore, virtual learning environments aimed at pre-service teachers should promote critical reflection on the apprenticeship of observation and supplement theoretical learning with simulations of teaching situations that mobilize disciplinary concepts while simultaneously confronting unfavorable apprenticeship of observation and promoting self-regulated learning.
