Komunikaziorako gaitasunaren ebaluazioa ingurune birtualetan goi-mailako irakaskuntzan

Ikerlan honetan, ingurune birtual akademikoen hurbilpen esploratorio bat egin da komunikaziorako gaitasunaren garapen eta ebaluazioari lotutako eskuhartze didaktikoen bitartez. Unibertsitateko lehen mailako 417 ikasleren 2,907 idatzizko ekoizpen hartu dira analisiaren oinarri, bereziki ingurune birtualen dimentsio erreferentzialak eta sozialak aztertzeari begira.

Dimentsio erreferentzialei lotutako emaitza nagusi gisa, argi ikusi da ikasleak Graduko lehen mailan gai direla idatzizko testuarteko lan akademiko konplexuak ekoizteko, unibertsitatearen testuinguruak eskatzen dituen baldintza diskurtsiboak betez. Horretarako zailtasun handienetako bat erreferentzia bibliografikoak testuan zehar txertatzea eta amaieran egoki zerrendatzea dela ikusi da, baina zailtasun horiek nabarmen arindu daitezke elkarren arteko erregulaziorako tutoretza-jarduerak erabiliz ikasemaitzakhobetzeko estrategia didaktiko gisa. Erregulazio hori ingurune birtualeko tresnak erabilizantolatzen bada, etengabe berrikusteko eta orientatzeko aukera zabaltzen da.

Dimentsio sozialari dagokionez, emaitza deigarriak jaso dira foro birtualetako komunikazioaren nolakotasunean, bai euskara/gaztelania hizkuntzen arteko parekotasunari lotuta eta bai adierazkortasun linguistikoaren erabileran. Ikasleek ingurune birtuala leku sozial gisa identifikatu dute eta elkarren arteanerregulatu dute elkarreragina eta hizkuntz erregistroa, komunikazio beharren arabera. Azkenik, prozesu osoan zehar hainbat dilema etiko sortu da, ikerlan-lerro berri bat zabaltzea eragindutenak, ilusionismo soziala deituriko lan egiteko moduetatik abiatuta.

In this thesis an exploratory study of academic virtual settings was carried out through didactic participation linked to the development and evaluation of communicative competence. 2,907 written compositions by 417 first-year university students were analysed with particular attention to referential and social dimensions of virtual settings.

The main finding regarding referential dimensions was that first-year university students are clearly able to produce complex written academic discourse which meets the requirements of the higher educational context. One of their greatest difficulties here was seen to be providing bibliographical references within the text and listing references correctly at the end of the essay, but this challenge can be greatly eased through mutual tutoring as a didactic strategy improving academic results. If this is organised using virtual tools, an opportunity is created to implement continuous reassessment and orientation.

Interesting results were found in the social dimension in the nature of communication in virtual fora in relation both to equivalence between Basque and Spanish languages and the use of linguistic expressivity. Students identify the virtual setting as a social venue and they regulate mutual influence and linguistic register among themselves according to their communicative needs. Lastly, different ethical dilemmas arise in the course of the whole process which have led to the opening of a new line of investigation focusing on ways of working which are referred to as social illusionism.