A Pedagogical Model to Deconstruct Moving Pictures in Virtual Learning Environments and its Impact on the Self-concept of Postgraduate Students
The vertiginous evolution of information and communication technologies (ICT) and the advent of the Internet propitiated the emergence of a networked society marked by deep changes in the economy, stimulating the emergence of new paradigms, models, educational communication processes and new learning scenarios. It is precisely one of these models – a pedagogical model to deconstruct moving pictures-, that we intend to analyze, describing its impact on the academic self-concept of twenty-four graduate students, based on the qualitative analysis of their own perceptions and narratives. The results show that these pedagogical model environments – whose design is anchored in the principles of socio-constructivism, collaborative learning, autonomy, flexibility and interaction – may have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, task Orientation, Confidence in their own capacities and Relationship with colleagues. The implications of the results are discussed not only from a practical intervention point of view, but also in terms of future research.
Virtual Pedagogical Model; Higher Education; Academic Self-concept.
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Journal of e-Learning and Knowledge Society | ISSN (online) 1971 - 8829 | ISSN (paper) 1826 - 6223 © 2017 Je-LKS - Italian e-Learning Association (SIe-L).