Una revisión sistemática de intervenciones en línea sobre escritura

Judit García-Martín, Carmen Álvarez-Álvarez, Sheila García-Martín

Resumen


Las investigaciones en escritura han girado en torno a dos modalidades instruccionales: el producto y el proceso. En los últimos años, se hace plausible la necesidad de considerar, estas en un entorno web y añadir la modalidad mixta (combinación de los dos anteriores) y la ecológica, complementaria de la procesual, pero prestando atención al contexto educativo. Se presenta una revisión de treinta estudios empíricos de intervenciones en línea sobre escritura, publicados en el último lustro en revistas de impacto con el objetivo de ofrecer una visión panorámica del tema. Los resultados demuestran que la mayoría de las intervenciones cumplen parcialmente las directrices acordadas en la reunión científica de la European Research Network Learning to Write Effectively. Muchos de los estudios no evidencian la existencia de un periodo de formación del profesorado participante, de un grupo de control, de una medida específica de fidelidad del tratamiento, de durabilidad y de generalización.


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DOI: http://dx.doi.org/10.54988/cv.2022.1.811

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