Premium
Key components of learning ecologies: A Delphi assessment
Author(s) -
GonzálezSanmamed Mercedes,
MuñozCarril PabloCésar,
SantosCaamaño FranciscoJosé
Publication year - 2019
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12805
Subject(s) - lifelong learning , learning sciences , formal learning , context (archaeology) , informal learning , experiential learning , delphi method , construct (python library) , cooperative learning , knowledge management , dimension (graph theory) , identification (biology) , educational technology , sociology , computer science , pedagogy , teaching method , ecology , artificial intelligence , paleontology , mathematics , pure mathematics , biology , programming language
The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmes.