Nuevos perfiles de estudiantes de másteres en líneaaprendizaje autodirigido y motivación

  1. Sánchez-Doménech, Iluminada 1
  2. Cabeza Rodriguez, Miguel Angel
  3. Caraballo Román, Rosario
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Journal:
REDU: Revista de Docencia Universitaria

ISSN: 1696-1412,  1887-4592

Year of publication: 2023

Volume: 21

Issue: 1

Pages: 83-98

Type: Article

DOI: 10.4995/REDU.2023.16894 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REDU: Revista de Docencia Universitaria

Abstract

The profile of students who resort to online university education has changed since the beginning of distance education. These students have characteristics and motivations that are different from those of traditional students and students of the 21th century. Andragogy provides a theoretical framework to understand the characteristics of adult learners, however, there is an empirical gap regarding the va­lidity of its principles, as well as its updating to the online university of the 21st century. This study has two specific objectives: 1) to find out to what extent adult students of an online master’s degree identify with the principles of self-direction and motivation proposed by Knowles; 2) to know how these self-perceived characteristics are distribut­ed according to age and gender and if there is a correlation between the age/gender variables and self-identification with the principles studied and the components in which they have been operationalized. To achieve these objectives, a questionnaire was designed that was completed by 168 students. A descriptive, cross-sectional and exploratory analysis is carried out. In the an­alyzed sample, self-perceived competence for self-directed learning is the majority, although significant only for women; It does not depend on the type of motivation or age. Different motivations for taking the master’s degree and different forms of involvement in learning are identified. The results represent an advance regarding the knowledge of the distribution of the char­acteristics of the students, as well as, in the update of the andragogy to the digital university environment of the 21st century.

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Data source: Dialnet