Institutional Repository
Institutional Repository Institutional Repository Login  Institutional Repository  
  • UOC Library |
  •  |
  •  |

Home >
Research >
Social sciences >
Information and Knowledge Society >
Doctoral Thesis >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/1470
Title: El coneixement i el discurs professionalitzador : naturalesa i canvi en processos d'ensenyament-aprenentatge en una plataforma asincrònica
Autor: Torras Virgili, M. Eulàlia
Director: Barberà Gregori, Elena
Otros: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Issue Date: 1-Jul-2008
Editorial: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Type: Tesis doctoral
Abstract: Professional knowledge is epistemologically different from other kinds of knowledge. Students are considered to have built academic discourse when they are able to produce speech based on concrete academic content whereas professional knowledge should enable students to manage situations in professional practice. In this sense, professional knowledge is more demanding than other kinds of knowledge. Our objective was to analyze the nature of professional knowledge and change in professional discourse in the framework of online learning environments. Analyzing the nature of professional discourse helps us understand the characteristics that make it special and that relate to managing situations in professional practice. Analyzing change in professional discourse enables us to know which factors are involved in building professional knowledge and to adjust online learning environments accordingly. This paper describes the results of an analysis of different cases related to the construction of professional knowledge in the educational field. The results we obtained show us that professional discourse built using ICT is structured by a very small fraction of identified topics of professional discourse (less than 5%), furthermore, relevant differences are evidenced depending on the type of learning activity, kind of content and task scenarios conducted (tacit or explicit). Regarding change in professional discourse, students expressed tensions in their conception of practice and interacted as a structured professional community although different characteristics depending on the type of activity, kind of content and task scenarios were observed in all cases.
Language: Catalán
URI: http://hdl.handle.net/10609/1470
Access rights: La consulta d'aquesta tesi queda condicionada a l'acceptació de les següents condicions d'ús: La difusió d'aquesta tesi per mitjà del repositori de la UOC ha estat autoritzada pels titulars dels drets de propietat intel.lectual únicament per a usos privats emmarcats en activitats d'investigació i docència. No s'autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d'un lloc aliè al repositori de la UOC i/o al servei TDX. Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora.
Appears in Collections:Doctoral Thesis


Add This:

RefWorks:

Ratings:
  0 (0 valuations)


Files in This Item:

File Description SizeFormat
Tesi_doctoral_Eulalia_Torras_Virgili.pdfTesi doctoral1,51 MBAdobe PDFPreview  Download

Author names in Twitter


Author names in FriendFeed



Recommend this item

SFX Query

Items in Repository e are protected by copyright, with all rights reserved, unless otherwise indicated.

 

The library replies
A product of the Universitat Oberta de Catalunya Virtual Library