Una Teoría Fundamentada sobre la Adopción de Repositorios y Recursos Educativos Abiertos en universidades latinoamericanas
In this research the dimensions of the adoption of Open Educational Resources (OER) and OER Repositories (ROER) by Latin American university teacher are analyzed. From the interpretative paradigm and a perspective of social construction of technological systems, a qualitative methodology was conduct...
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| Tipo de recurso: | tesis doctoral |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Santiago de Compostela (USC) |
| Repositorio: | Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela |
| Idioma: | español |
| OAI Identifier: | oai:minerva.usc.gal:10347/18238 |
| Acceso en línea: | http://hdl.handle.net/10347/18238 |
| Access Level: | acceso abierto |
| Palabra clave: | Materias::Investigación::58 Pedagogía::5801 Teoría y métodos educativos::580102 Pedagogía comparada Materias::Investigación::58 Pedagogía::5801 Teoría y métodos educativos::580107 Métodos pedagógicos |
| Sumario: | In this research the dimensions of the adoption of Open Educational Resources (OER) and OER Repositories (ROER) by Latin American university teacher are analyzed. From the interpretative paradigm and a perspective of social construction of technological systems, a qualitative methodology was conducted using grounded theory, biographical and digital ethnography methods, at a large-sized reaserch-focused in twelve teachers from three public universities of three Latin American countries (Uruguay, Costa Rica and Venezuela), leading to identify Teacher Professional Identity; Practices and Transformations in the Curriculum; Creation, Use and Opening of Educational Resources; and Social Representations on the ROER, as dimensions of a conceptual model of the adoption of OER from a critical and Latin American perspective |
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