On-line psychoeducational counselling and guidance

Article Sidebar

PDF (Español (España))
Published: Nov 29, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v4.622
Keywords:
Writing motivation competences web 2.0 instruction

Main Article Content

Judit García Martín
Universidad de León

Abstract

With the emergence of “knowledge society”, new approaches and educational and psychological theories have emerged. We have described a proposal of instructional program have been designed with Web 2.0 tools. We want to analyze the effects that the use of different web tools in the process of teaching and learning generate in various psychological and educational constructs, at the same time, we instruct in writing and others psychological and educational variables. We expect that the effectiveness and efficiency of various web tools for instruction will be confirmed. We hope to observe an increase of motivation, self-efficacy and academic performance as well as an improvement in quality of writing. This study is funded by the Spanish Ministry of Science and Innovation, National Program for Human Resources, Training of Research Staff, Predoctoral Research Grants subprogram (FPI-MICINN, currently MINECO) was awarded to J. García- Martín for four years (2011-2015).

Downloads

Download data is not yet available.

Article Details

How to Cite
García Martín, J. (2014). On-line psychoeducational counselling and guidance. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 4(1), 349–354. https://doi.org/10.17060/ijodaep.2014.n1.v4.622
Issue
Vol. 4 No. 1 (2014): THE PSYCHOLOGY OF TODAY
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Álvarez, M. L., García, J. N., García-Martín, J., & Díez, H. (2012). Contraste de dos modalidades instruccionales en competencia comunicativa escrita: producto y proceso. International Journal of Developmental and Educational Psychology, 24, 1, 4, 261-266.

Cano, E., & Cabrera, N. (2013). La evaluación formativa de competencias a través de blogs. La experiencia de seis universidades catalanas. Digital Education Review, 23, 46-58.

Chen, G. M. (2011). Tweet this: A uses and gratifications perspective on how active twitter use gratifies a need to connect with others. Computers in Human Behavior, 27(2), 755-762. doi: 10.1016/j.chb.2010.10.023

Cheung, C. M. K., Chiu, P., & Lee, M. K. O. (2011). Online social networks: Why do students use Facebook? Computers in Human Behavior, 27(4), 1337-1343. doi: 10.1016/j.chb.2010.07.028

Costa, C., Alvelos, H., & Teixeira, L. (2012). The use of moodle e-learning platform: A study in a portuguese university. Procedia Technology, 5, 334-343. doi: 10.1016/j.protcy.2012.09.037

Dabner, N. (2012). ‘Breaking ground’ in the use of social media: A case study of a university earthquake response to inform educational design with Facebook. The Internet and Higher Education, 15(1), 69-78. doi: 10.1016/j.iheduc.2011.06.001

Deters, F., Cuthrell, K., & Stapleton, J. (2010). Why wikis? Student perceptions of using wikis in online coursework. MERLOT Journal of Online Learning and Teaching, 6(1), 122-134.

García-Martín, J., & García, J. N. (2013). Patterns of Web 2.0 tool use among young Spanish people. Computers & Education, 67, 105–120. doi: 10.1016/j.compedu.2013.03.003

García-Martín, J., García, J. N., Álvarez, M. L., & Díez, H. (2014). Mejoras en la competencia digital tras la aplicación de un programa de competencias ocupacionales. European Journal of Education and Psychology, 7(2).

García-Martín, J., García, J. N., Álvarez, M. L., & Díez, H. (2013). Efectos diferenciales en el desarrollo de competencias. En J. J. Gázquez Linares, M. C. Pérez Fuentes, M. M. Molero y R. Parra Codina (Coord.), Investigación en el ámbito escolar: un acercamiento multidimensional a las variables psicológicas y educativas (pp. 45-48). ISBN 978-84-9915-954-6

García-Martín, J., García, J. N., Álvarez, M. L., & Díez, H. (2012). Eficacia instruccional de diversas herramientas de la web 2.0 en la mejora de competencias ocupacionales. International Journal of Developmental and Educational Psychology, 24, 1, 4, 309 – 315.

González, M. (2012). Uso de blogs y redes sociales para el aprendizaje de lenguas extranjeras en un contexto universitario. Núcleo, 29, 39-57.

Gunawardena, C. N., Hermans, M. B., Sanchez, D., Richmond, C., Bohley, M., & Tuttle, R. (2009). A theoretical framework for building online communities of practice with social networking tools. Educational Media International, 46(1), 3-16. doi: 10.1080/09523980802588626

Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149-158. doi:10.1016/j.compedu.2012.10.027

Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198. doi: 10.1016/j.chb.2011.08.026

Knoblauch, H. (2013). Communicative Constructivism and Mediatization. Communication Theory, 23, 297–315. doi: 10.1111/comt.12018

Lai, H., & Chen, C. (2011). Factors influencing secondary school teachers’ adoption of teaching blogs. Computers & Education, 56(4), 948-960. doi: 10.1016/j.compedu.2010.11.010

Liaw, S., & Huang, H. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24. doi: 10.1016/j.compedu.2012.07.015

Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429-440. doi: 10.1016/j.compedu.2010.09.004

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135. doi:10.1016/j.iheduc.2010.10.001

O’Donnell, Angela M. (2012). Constructivism. En K. R. Harris., S. Graham., T. Urdan., C. B. McCormick., G. M. Sinatra., J. Sweller (Eds.), APA educational psychology handbook, vol 1: Theories, constructs, and critical issues (pp. 61-84). Washington, DC, USA: American Psychological Association. doi: 10.1037/13273-003

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(1), 1-6.

Tapscott, D. (1998). Growing Up Digital. The Rise of the Net Generation. New York: McGraw Hill. ISSN 0-07-063361-4.

Veletsianos, G., & Kimmons, R. (2013). Scholars and faculty members’ lived experiences in online social networks. The Internet and Higher Education, 16, 43-50. doi: 10.1016/j.iheduc.2012.01.004

Vie, S. (2008). Digital divide 2.0: “Generation M” and online social networking sites in the composition classroom. Computers and Composition, 25(1), 9-23. doi: 10.1016/j.compcom.2007.09.004