Anna Iñesta

Towards Self-regulated Academic Writing: an exploratory study with graduate students in a situated learning environment

Resumen es: Introduction. In the last few decades, writing has been considered as a situated process inserted in a specific communicative situation. This implies tha...

La voz del autor en la escritura académica: Una propuesta para su análisis

La escritura academica ha perdido gradualmente su etiqueta tradicional de discurso objetivo e impersonal y se ha convertido en una empresa persuasiva que implica la interaccion entre escritor y lector. Sin embargo, la nocion de voz dista mucho aun de ser un concepto univoco y su significado varia en funcion de la perspectiva desde la que se aborde su estudio. Los problemas atanen tanto a su definicion, a las relaciones de la nocion de voz con otros conceptos afines como a problemas metodologicos respecto a las dimensiones necesarias y suficientes para abordar su estudio y los indicadores relevantes a la hora de observar, analizar y valorar su presencia en un texto determinado. El proposito de este articulo es triple. En primer lugar, pretendemos revisar los trabajos que en los ultimos anos se han ocupado del estudio de la voz en los textos, delimitando desde que orientaciones disciplinares y teoricas han abordado este estudio; nuestra revision no pretende ser exhaustiva sino representativa de los trabajos mas relevantes de cada perspectiva teorica. En segundo lugar, presentamos nuestra aproximacion conceptual a la nocion de voz en base al analisis y la discusion sobre las aportaciones anteriores. En ultimo termino, se ofrece una propuesta metodologica que contempla tres dimensiones de analisis estrechamente relacionadas pero independientes, cada una de ellas centrada en los aspectos que, de acuerdo a la revision efectuada, consideramos relevantes en el estudio de la nocion de voz.

Blended Learning Approach: How Is the Learning Educational Paradigm Changing? Reflections and a Proposed Framework

The use of technology has involved a revolution in higher education but even when the benefits of e-learning have still not been fully demonstrated, blended learning is increasingly gaining support as the model of the future in higher education, especially in those international ones in constant quest for excellence and innovation in the learning experiences they propose to their learners. But, how are educational institutions facing the use of technology for educational purposes? How do they have to change in order to be ready for successfully adopting this kind of learning model? In this paper we intend to answer these questions, and to provide some recommendations to educational institutions in order to help them understand how to lead the change management processes necessary for blended learning to become a full-fledged reality at their schools.

Make blended learning happen: conditions for a successful change process in higher education institutions

The evolution of technology has influenced and, in some cases pushed, many change projects in any type of industry. Educational institutions have also been influenced by this technological evolution. This has generated some important shifts in the educational paradigm that have consequently lead to some changes in the learning processes. Although elearning represents one of the most important consequences of such educational paradigm evolutions, its relative benefits have still not been fully demonstrated. Thus, a new educational paradigm shift has emerged: blended learning. This phenomenon is not new in the literature, but recently it is increasingly gaining support as the model of the future in higher education, especially in international institutions in constant quest for excellence and innovation in the learning experiences they propose to their learners. How are educational institutions facing the use of technology for educational purposes? How do they have to change in order to be ready for successfully adopting this kind of learning model? In this paper we intend to answer these questions, and to provide some recommendations to educational institutions in order to help them understand how to lead the change processes necessary for blended learning to become a full-fledged reality at their schools.