Redacción académica en línea en la formación universitaria: una revisión sistemática.
Resumen
La redacción de los textos académicos es una actividad cotidiana del estudiante universitario que demanda la atención prioritaria del currículo del nivel superior de estudios. El estudio revisó 30 estudios sobre el uso de herramientas digitales en la redacción de textos académicos. Se aplicó el método Prisma para seleccionar registros y se encontró que las estrategias más usadas fueron el aprendizaje colaborativo en línea y la retroalimentación en línea, mientras que las herramientas digitales más populares incluyeron Moodle, Facebook y aplicaciones de Google. Se concluye que el uso estratégico de la metodología y las herramientas digitales influyeron positivamente en el desarrollo de habilidades de redacción académica, pensamiento creativo y crítico, razonamiento lógico, colaboración, comunicación y autonomía de los estudiantes universitarios.
Citas
Anaya-Figueroa, T. M., Brito-Garcías, J. G., & Montalvo-Castro, J. (2023). Retos de la escritura académica en estudiantes universitarios: una revisión de la literatura. Revista Conrado, 19(91).
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology- enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
Bowen, N. E. J. A., Thomas, N., & Vandermeulen, N. (2022). Exploring feedback and regulation in online writing classes with keystroke logging. Computers and Composition, 63, 102692. https://doi.org/10.1016/j.compcom.2022.102692
Cahyono, B., Astuti, U., & Suryati, N. (2023). Online Writing Class: EFL University Students’ Perception of Teachers’ Strategies in Alleviating Their Writing Anxiety. Computer Assisted Language Learning Electronic Journal, 42(1), 1–24.
Carlino, P. (2022). Potencialidades de la escritura para el desarrollo profesional docente y condiciones para favorecerlas. La Escritura Académica En El Desarrollo Profesional Docente, 0–17.
Chen, M., & Cui, Y. (2022). The effects of AWE and peer feedback on cohesion and coherence in continuation writing. Journal of Second Language Writing, 57, 100915. https://doi.org/10.1016/j.jslw.2022.100915
Collins, A. A., Ciullo, S., Graham, S., Sigafoos, L. L., Guerra, S., David, M., & Judd, L. (2021). Writing expository essays from social studies texts: a self-regulated strategy development study. Reading and Writing, 34(7), 1623–1651. https://doi.org/10.1007/s11145-021-10157-2
Drajati, N. A., Rochsantiningsih, D., Cahyaningrum, D., Handayani, E. I. P., & Kurtianti, E. (2023). Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education : A Systematic Review. Al-Ishlah: Jurnal Pendidikan, 15(1), 1–14. https://doi.org/10.35445/alishlah.v15i1.2872
Du, H., & List, A. (2020). Researching and writing based on multiple texts. Learning and Instruction, 66(November 2019), 101297. https://doi.org/10.1016/j.learninstruc.2019.101297
García-Martul, D., & Franco-Alvarez, G. (2020). An experience of shared learning throughout cloud computing platforms: teaching writing and communication skills for popular science among students of universidad Carlos III de Madrid. INTED2020 Proceedings, 383–387.
Gonzáles, C. S., & Cháidez, M. L. G. V. (2023). Escritura académica colaborativa: una práctica social online para el aprendizaje en la universidad. In Memorias Del Congreso Internacional de Investiagción En Didáctica de La Lengua y Literatura y Foro Nacional Sobre Enseñanza de La de La Literatura “Josefina de Ávila Cervantes,” 7.
Goodyear, P. (2021). Navigating difficult waters in a digital era: Technology, uncertainty and the objects of informal lifelong learning. British Journal of Educational Technology, 52(4), 1594–1611. https://doi.org/10.1111/bjet.13107
Johinke, R., Cummings, R., & Di Lauro, F. (2023). Reclaiming the technology of higher education for teaching digital writing in a post—pandemic world. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.01
Joksimović, S., Dowell, N., Gašević, D., Mirriahi, N., Dawson, S., & Graesser, A. C. (2019). Linguistic characteristics of reflective states in video annotations under different instructional conditions. Computers in Human Behavior, 96, 211–222. https://doi.org/10.1016/j.chb.2018.03.003
Kim, Y. J., & Kang, S. (2020). Writing to Make Meaning through Collaborative Multimodal Composing among Korean EFL Learners: Writing Processes, Writing Quality and Student Perception. Computers and Composition, 58, 102609. https://doi.org/10.1016/j.compcom.2020.102609
Li, J., & Mak, L. (2022). The effects of using an online collaboration tool on college students’ learning of academic writing skills. System, 105, 1–14. https://doi.org/10.1016/j.system.2021.102712
Lomness, A., Lacey, S., Brobbel, A., & Freeman, T. (2021). Seizing the opportunity: Collaborative creation of academic integrity and information literacy LMS modules for undergraduate Chemistry. Journal of Academic Librarianship, 47(3), 102328. https://doi.org/10.1016/j.acalib.2021.102328
Martín, J., & Almeraya, C. (2020). Google Drive como entorno virtual de investigación científica para el desarrollo de la escritura académica. Didac, 75(2020), 14–21.
McCallum, L. (2021). The development of foundational and new literacies with digital tools across the European Higher Education Area. Aula Abierta, 50(2), 615–624. https://doi.org/10.17811/RIFIE.50.2.2021.615-624
Memari, A. (2021). Insights into the cognitive processes of trained vs untrained EFL peer reviewers on writing: An exploratory study. Assessing Writing, 49, 100530. https://doi.org/10.1016/j.asw.2021.100530
Pigozzi, G. (2020). Young Authors Online: Exploring the Meaning Making Process Through Positionings in Place and Space. Computers and Composition, 56, 102576. https://doi.org/10.1016/j.compcom.2020.102576
Rajendram, S., & Shi, W. (2022). Supporting international graduate students’ academic language and literacies development through online and hybrid communities of practice. Journal of English for Academic Purposes, 60, 101178. https://doi.org/10.1016/j.jeap.2022.101178
Rastgou, A. (2022). How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study. Assessing Writing, 53, 100633. https://doi.org/10.1016/j.asw.2022.100633
Rock, C., Metzger, E., & Metzger, N. (2021). Using organizational patterns as a strategy for teaching expository writing in an introductory food science course. Journal of Food Science Education, 20(4), 221–227. https://doi.org/10.1111/1541-4329.12233
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221. https://doi.org/10.1016/j.system.2020.102221
Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 102247. https://doi.org/10.1016/j.system.2020.102247
Tran, O. T. T., & Pham, V. P. H. (2023). The effects of online peer feedback on students’ writing skills during corona virus pandemic. International Journal of Instruction, 16(1), 881–896. https://doi.org/10.29333/iji.2023.16149a
Vera, O. (2009). Cómo escribir artículos de revisión. Rev Med La Paz, 15(1), 63–69.
Verheijen, L., Spooren, W., & Van Kemenade, A. (2020). Relationships between Dutch Youths’ Social Media Use and School Writing. Computers and Composition, 56, 102574. https://doi.org/10.1016/j.compcom.2020.102574
Villaseñor, Y. V. (2013). Hacia una didáctica de la escritura académica en la universidad. Reencuentro: Análisis de Problemas Universitarios, 13(63), 91–101.
Wang, T. H., Lin, H. C. K., Wu, T. T., & Huang, Y. M. (2020). A multimethod approach for supporting reflection and creativity in online collaborative courses. Journal of Internet Technology, 21(4), 1097–1106. https://doi.org/10.3966/160792642020072104018
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers and Education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.024
Yu, S. (2019). Learning from giving peer feedback on postgraduate theses: Voices from Master’s students in the Macau EFL context. Assessing Writing, 40, 42–52. https://doi.org/10.1016/j.asw.2019.03.004
Zhang, X. (2020). Assessment for learning in constrained contexts: How does the teacher’s self- directed development play out? Studies in Educational Evaluation, 66, 100909. https://doi.org/10.1016/j.stueduc.2020.100909
