María Ángeles Rebollo Catalán

Las emociones en el aprendizaje online

Este articulo presenta parte de los resultados de una innovacion educativa en el nivel universitario, cuyo proposito es elaborar y experimentar un modelo pedagogico para el aprendizaje online. Con este estudio pretendemos reconocer y valorar las emociones implicadas en el aprendizaje online mediante un metodo descriptivo de tipo encuesta. Los resultados indican mayor nivel de bienestar emocional que de malestar, identificandose las emociones asociadas a estos estados emocionales presentes en el aprendizaje online. Tambien presentamos las caracteristicas de los discursos virtuales del profesorado y del alumnado en funcion de tipos de interaccion y emociones asociadas a determinados contextos de actividad.

El apoyo social percibido como factor de la inclusión digital de las mujeres de entorno rural en las redes sociales virtuales

Este articulo presenta los resultados de un estudio sobre la inclusion digital de las mujeres rurales en las redes sociales. Su objetivo fundamental es conocer el apoyo social percibido por las mujeres dentro de las redes sociales online y su relacion con la inclusion digital, considerando tambien si existen diferencias en el grado de apoyo en funcion de la edad y la situacion familiar y laboral. Para ello, aplicamos sendas escalas de medida del apoyo social percibido y la inclusion digital a 478 mujeres de entornos rurales de Andalucia con edades comprendidas entre 18 y 65 anos. Los resultados muestran un grado de apoyo medio, encontrando diferencias significativas en el apoyo social percibido por las mujeres en funcion de su edad y situacion familiar y laboral. Son las mujeres jovenes, solteras, estudiantes, sin hijos que usan Tuenti y Facebook las que mas apoyo social perciben en las redes sociales. Asimismo, se observa una fuerte relacion entre el apoyo social percibido y la inclusion digital de las mujeres en las redes sociales, mostrando coincidencias con otras investigaciones realizadas en otros contextos y grupos sociales. La discusion de resultados presenta algunas implicaciones para la formacion de una ciudadania activa y participativa de las mujeres en las redes sociales.Este articulo presenta los resultados de un estudio sobre la inclusion digital de las mujeres rurales en las redes sociales. Su objetivo fundamental es conocer el apoyo social percibido por las mujeres dentro de las redes sociales online y su relacion con la inclusion digital, considerando tambien si existen diferencias en el grado de apoyo en funcion de la edad y la situacion familiar y laboral. Para ello, aplicamos sendas escalas de medida del apoyo social percibido y la inclusion digital a 478 mujeres de entornos rurales de Andalucia con edades comprendidas entre 18 y 65 anos. Los resultados muestran un grado de apoyo medio, encontrando diferencias significativas en el apoyo social percibido por las mujeres en funcion de su edad y situacion familiar y laboral. Son las mujeres jovenes, solteras, estudiantes, sin hijos que usan Tuenti y Facebook las que mas apoyo social perciben en las redes sociales. Asimismo, se observa una fuerte relacion entre el apoyo social percibido y la inclusion digital de las mujeres en las redes sociales, mostrando coincidencias con otras investigaciones realizadas en otros contextos y grupos sociales. La discusion de resultados presenta algunas implicaciones para la formacion de una ciudadania activa y participativa de las mujeres en las redes sociales.This article presents the results of a study on the digital inclusion of rural women in social networks. Its main objective is to understand the social support perceived by these women within online social networks and its relation to digital inclusion, considering also whether there are differences in the degree of support depending on age, family status and employment status. To do this, we applied two scales measuring perceived social support and digital inclusion to 478 women from rural areas of Andalusia aged 18 to 65. The results showed a medium level of support, with significant differences found in the social support perceived by women depending on their age, family status and employment status. Women, who were young, students, single, with no children and who use Tuenti and Facebook perceived a higher level of social support in social networks. We also observed a strong relation between perceived social support and the digital inclusion of women in social networks, with similarities appearing in studies carried out in different contexts and social groups. The discussion looks at implications for the formation of an active and participatory citizenship of women in social networks.This article presents the results of a study on the digital inclusion of rural women in social networks. Its main objective is to understand the social support perceived by these women within online social networks and its relation to digital inclusion, considering also whether there are differences in the degree of support depending on age, family status and employment status. To do this, we applied two scales measuring perceived social support and digital inclusion to 478 women from rural areas of Andalusia aged 18 to 65. The results showed a medium level of support, with significant differences found in the social support perceived by women depending on their age, family status and employment status. Women, who were young, students, single, with no children and who use Tuenti and Facebook perceived a higher level of social support in social networks. We also observed a strong relation between perceived social support and the digital inclusion of women in social networks, with similarities appearing in studies carried out in different contexts and social groups. The discussion looks at implications for the formation of an active and participatory citizenship of women in social networks.

La equidad de género en educación : análisis y descripción de buenas prácticas educativas

This paper shows the results derived from a research project subsidized by the Andalusia Government in public call (BOJA 11/04/2007) aimed at designing virtual resources for coeducation and at analyzing good practices for coeducation. The aim of this paper is to describe and analyze a variety of best coeducational practices carry out in different scholar context in Andalusia. Furthermore, it is intend to present a system of indicators that was useful to the analysis of best coeducational practices. For that, we use a qualitative methodology of ethnographic type, applying interviews, group discussions and observation. That methodology is based on theoretical proposal of Doing Gender (Crawford and Chaffin, 1997) and in contributions about best practices analysis (Epper y Bates, 2004; Escudero, 2009). We analyze 8 coeducational practices developed in each school in Andalusia. The results show a rich variety of educational practices linked to main themes of the Plan for Equal Opportunities between men and women in Education of Andalusia expressing in varied contents (sexuality, language, co-responsibility…) as well as diverse social and educational environment. In depth analysis reveals us two factors of special relevance for the success and sustainability of practices: positive attitude and involvement of the educational community (teachers, parents, and administrators of school) and synergy between school and others institutions of the social environment in join activities. Therefore, these findings allow us to emphasize the key role that the Plan for Equal Opportunities between men and women is playing in Andalusia to promote best practices through the teachers in charge of coeducation in schools as encouraging of them. On the other hand, we highlight as factors that conditioning the developing and sustainability of practices throughout time: coordination between educational stages and cycles, to further this work, staff’s stability and coordinated work within educational community.