Expansive Learning in Digital Environments: An Epistemic Network Analysis from a Gender Perspective

Abstract

Learning in digital environments faces current challenges of a different nature, including theoretical challenges. In this sense, the scientific literature on the Third Generation Activity Theory shows the need for further progress and discussion in light of digital technologies. This paper applies the Expansive Learning Theory to the evaluation of an online training intervention aimed at future distance education professionals. In order to do this, a quantitative ethnographic method is followed and 158 discursive units that occur in asynchronous forums in a digital environment are subject to study by applying an epistemic network analysis (ENA). The results show four discursive profiles with significant differences between teams: empathic-conceptual discourse, representative-conceptual discourse, critical discourse and comprehensive-conceptual discourse. Expansive learning actions associated with discursive profiles and significant differences based on gender are identified between the teams T1(mixed)-T2(women), T1(mixed)-T3(women), T2(women)-T3(women), T1(mixed)-T5(men), T2(women)-T5(men) and T3(women)-T5(men). The paper represents an original contribution to advancing knowledge for the development of expansive learning theory in education and a methodological and empirical contribution on the evidence of learning mediated by digital technologies in higher education. It contributes to future research of gender-sensitive digital learning environments.