Catálogo de lineamientos metodológicos para apoyar el proceso de aprendizaje colaborativo
Resumen El uso de las modernas tecnologías de la información y la comunicación se ha convertido en una de las ideas más prometedoras para mejorar la enseñanza y el aprendizaje. Un ejemplo es el aprendizaje colaborativo apoyado por computadora, que se ocupa de estudiar cómo las personas pueden aprender en conjunto con la ayuda de computadoras y que, si se implementa de manera adecuada, puede proporcionar un entorno ideal en el que la interacción entre los estudiantes juega un papel importante en este proceso de aprendizaje. Sin embargo, la actividad de desarrollo en un grupo con el uso de una herramienta no garantiza una colaboración correcta y, además, otro problema aparente es: para los educadores es más fácil seguir las prácticas aceptadas que abrir nuevos caminos que reemplacen el modelo de tutoría tradicional, con algo radical como el trabajo en grupo con la ayuda de las computadoras. Por esta razón, es necesario tener elementos que digan qué y cómo apoyar el proceso de aprendizaje colaborativo para mejorar la colaboración y las acciones de los maestros. En este documento, proponemos un catálogo de lineamientos metodológicos para resolver estos problemas, que son una solución recurrente a un problema estándar que ayudan a comunicar y reutilizar el conocimiento en este contexto, proporcionando grandes beneficios para el desarrollo de actividades de aprendizaje colaborativo reutilizables, flexibles y personalizables. De acuerdo con la validación, se puede considerar que nuestra propuesta es útil, aplicable y fácil de usar en la aplicación de actividades colaborativas y con su uso, la colaboración mejora.
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Buder, J., & Bodemer, D. (2008). Supporting controversial CSCL discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3, 123-139. doi:https://doi.org/10.1007/s11412-008-9037-5
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Carroll, J., Rosson, M., Convertino, G., & Ganoe, C. (2006). Awareness and teamwork in computer-supported collaborations. Interacting with computers, 18(1) 21-46. doi:https://doi.org/10.1016/j.intcom.2005.05.005
Chávez, J., & Romero, M. (2014). The Relationship between Group Awareness and Participation in a Computer-Supported Collaborative Environment. International Workshop on Learning Technology for Education in Cloud (pp. 82-94). Springer. doi: https://doi.org/10.1007/978-3-319-10671-7_8
Chow, W., & Chan, L. (2008). Social network, social trust and shared goals in organizational knowledge sharing. Information & management, 45(7), 458-465. doi:https://doi.org/10.1016/j.im.2008.06.007
Collazos Ordoñez, C., Guerrero, L., Pino, J., & Ochoa, S. (2003). Collaborative scenarios to promote positive interdependence among group members. International Conference on Collaboration and Technology, 356-370. doi:https://doi.org/10.1007/978-3-540-39850-9_30
Collazos Ordoñez, C., Guerrero, L., Pino, J., Renzi, S., Klobas, J., Ortega, M., . . . Bravo, C. (2007). Evaluating Collaborative Learning Processes using System-based Measurement. Educational Technology & Society, 257-274.
Collazos, C., Guerrero, L., & Pino, J. (2003). A Computational Model to Support the Monitoring of the Collaborative Learning Process. Advanced Technology for Learning, doi:https://doi.org/10.2316/Journal.208.2004.3.208-0815
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Collazos, C., Padilla-Zea, N., Pozzi, F., Guerrero, L., & Gutierrez, F. (2014). Design guidelines to foster cooperation in digital environments. Technology, Pedagogy and Education, 23(3), 375-396. doi: https://doi.org/10.1080/1475939X.2014.943277
Cooper , J. (1990). Cooperative learning and college instruction: Effective use of student learning teams. ERIC.
Crown, D., & Rosse, J. (1995). Yours, mine, and ours: Facilitating group productivity through the integration of individual and group goals. Organizational behavior and human decision processes, 64(2), 138-150. doi:https://doi.org/10.1006/obhd.1995.1096
De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35, 257-286. doi:https://doi.org/10.1007/s11251-006-9007-0
Dillenbourg, P., & Traum, D. (2006). Sharing solutions: Persistence and grounding in multimodal collaborative problem solving. The Journal of the Learning Sciences, 15(1), 121-151. doi:https://doi.org/10.1207/s15327809jls1501_9
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1995). The evolution of research on collaborative learnin. Bringing worldwide visibility to your TEL research, 189-211.
Dourish, P., & Bellotti, V. (1992). Awareness and coordination in shared workspaces. Proceedings of the CSCW’92 (pp. 107-114). ACM. doi:https://doi.org/10.1145/143457.143468
Enyedy, N., Vahey, P., & Gifford, B. (1997). Active and supportive computer-mediated resources for student-to-student conversations. Proceedings of the 2nd international conference on Computer support for collaborative learning (pp. 28-38). International Society of the Learning Sciences. doi:https://doi.org/10.3115/1599773.1599777
Ewing, J., & Miller, D. (2002). A framework for evaluating computer supported collaborative learning. Journal of Educational Technology & Society, 112-118.
Fagerholm, F., Kuhrmann, M., & Münch, J. (2017). Guidelines for using empirical studies in software engineering education. PeerJ Computer Science, 3, e131 doi:https://doi.org/10.7717/peerj-cs.131
Farnham, S., Chesley, H., McGhee, D., Kawal, R., & Landau, J. (2000). Structured online interactions: improving the decision-making of small discussion groups. Proceedings of the 2000 ACM conference on Computer supported cooperative work (pp. 299-308). ACM. doi:https://doi.org/10.1145/358916.359001
Felder, R., & Brent, R. (2001). Effective strategies for cooperative learning. Journal of Cooperation & Collaboration in College Teaching, 10(2), 69-75.
Fjermestad, J. (2004). An analysis of communication mode in group support systems research. Decision Support Systems, 37(2), 239-263. doi:https://doi.org/10.1016/S0167-9236(03)00021-6
Gallardo, T., Guerrero, L., Collazos, C., Pino, J., & Ochoa, S. (2003). Supporting JIGSAW-type Collaborative Learning. 36th Annual Hawaii International Conference on System Sciences,. IEEE. doi:https://doi.org/10.1109/HICSS.2003.1173691
George, J., Easton, G., Nunamaker, J., & Northcraft, G. (1990). A study of collaborative group work with and without computer-based support. Information Systems Research, 1(4), 394-415. doi:https://doi.org/10.1287/isre.1.4.394
George, S., & Leroux, P. (2001). Project-based learning as a basis for a CSCL environment: An example in educational robotics. First European Conference on Computer-Supported Collaborative Learning (pp. 269-276). Maastricht McLuhan Institute.
Graham, C., & Misanchuk, M. (2005). Computer-mediated learning groups. In C. Graham, Encyclopedia of Information Science and Technology (pp. 502-507). IGI Global. doi:https://doi.org/10.4018/978-1-59140-553-5.ch088
Guerrero, L., Alarcón, R., Collazos, C., Pino, J., & Fuller, D. (2000). Evaluating cooperation in group work. Proceedings Sixth International Workshop on Groupware. CRIWG 2000 (pp. 28-35). IEEE. doi:https://doi.org/10.1109/CRIWG.2000.885152
Gully, S., Devine, D., & Whitney, D. (1995). A meta-analysis of cohesion and performance: Effects of level of analysis and task interdependence. Small Group Research, 26(4), 497-520. doi:https://doi.org/10.1177/1046496495264003
Gutwin, C., & Greenberg, S. (2002). A descriptive framework of workspace awareness for real-time groupware. Computer Supported Cooperative Work (CSCW), 11, 411-446. doi:https://doi.org/10.1023/A:1021271517844
Hakkarainen, K., Lipponen, L., Järvelä, S., & Niemivirta, M. (1999). The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal of Educational Computing Research, 21(3), 263-281. doi:https://doi.org/10.2190/C525-TDYQ-WWKY-87CB
Hoadley, C. M., & Linn, M. C. (2000). Teaching science through online, peer discussions: SpeakEasy in the Knowledge Integration Environment. International Journal of Science Education, 22(8), 839-857. doi:https://doi.org/10.1080/095006900412301
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