El rol de las tecnologías de apoyo en un diseño de investigación de métodos mixtos

The role of supporting technologies in a mixed methods research design

 Francesca-M. Dagnino, Génova (Italia)

 Yannis Dimitriadis, Valladolid (España)

 Francesca Pozzi, Génova (Italia)

 Bartolomé Rubia-Avi, Valladolid (España)

 Juan-I. Asensio-Pérez, Valladolid (España)

https://doi.org/10.3916/C65-2020-05

Palabras clave

Métodos mixtos, e-investigación, tecnologías, diseño de aprendizaje, investigación educativa, estudio de casos, revisión de literatura, estudio Delphi

Resumen

En la actualidad las tecnologías desempeñan un papel fundamental en los procesos de investigación educativa, especialmente cuando se realizan diseños complejos o desde perspectivas integradoras (Cuantitativas y Cualitativas). Las facilidades ofrecidas por nuevas herramientas y dispositivos tecnológicos influyen constantemente en la forma en que se lleva a cabo la investigación educativa. Por consiguiente, esta creciente importancia de la tecnología para la investigación educativa exige una reflexión más profunda, no sólo sobre sus evidentes beneficios, sino también sobre sus posibles inconvenientes y limitaciones. En este artículo se explora esa tensión en un diseño de investigación desde una estrategia mixta centrada en la identificación y comprensión de las barreras que impiden la adopción de herramientas/métodos de Diseño de Aprendizaje, un problema importante en el campo del aprendizaje mejorado por tecnología (Technology Enhanced Learning). Diferentes actores (profesores e investigadores) han participado en el diseño de la investigación, que incluye una revisión sistemática de la literatura, un estudio Delphi y un estudio de caso, generando un diseño muy articulado con tecnologías para cada fase. En el documento se describen las principales repercusiones metodológicas de las tecnologías empleadas en los diferentes métodos aplicados y en la investigación en general. Las conclusiones del documento ponen de relieve que, si bien las tecnologías apoyan en gran medida un nivel alto de complejidad y ayudan a articular el propio diseño, también pueden dar lugar a resultados superficiales o sesgados.

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Fundref

Esta investigación está financiada por el Fondo Europeo de Desarrollo Regional y la Agencia Nacional de Investigación e Innovación de España (TIN2017-85179-C3-2-R), el Fondo Europeo de Desarrollo Regional y la Consejería de Educación de España, la Junta de Castilla y León (VA257P18) y la Agencia EACEA de la UE (588438-EPP-1-2017-1-EL-EP PKA2-KA).

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