La información sobe el ejercicio de la influencia educativa como medio para favorecer la participación y el aprendizaje en un foro en linea

• Autores: César Coll Salvador, Alfonso Bustos Sánchez, Anna Engel Rocamora
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 38, Nº 2, 2015 (Ejemplar dedicado a: Aprendizaje favorecido por la tecnología), págs. 368-401
• Idioma: español
• DOI: 10.1080/02103702.2015.1016745
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    La información proporcionada a los participantes sobre su actividad es un foco habitual de los estudios recientes orientados a mejorar los procesos y los resultados del aprendizaje colaborativo apoyado por ordenador.

    Los aspectos específicos sobre los que se les proporciona información dependen de cómo se entienden los procesos de aprendizaje colaborativo. Este trabajo concede especial importancia tanto a la influencia educativa como a la distribución de esta influencia entre los participantes. Los participantes fueron 42 estudiantes universitarios a los que se proporcionó información, grupal e individual, sobre indicadores teóricamente relacionados con su ejercicio de la influencia educativa en una serie de foros. Los objetivos del estudio fueron analizar el impacto de la información proporcionada a los participantes sobre la evolución de su actividad y la valoración de su utilidad en el proceso de aprendizaje en los sucesivos foros. Los resultados indicaron que sólo la información individual tuvo un efecto significativo sobre la participación en foros posteriores. Estudios futuros deberán analizar el sentido que los participantes atribuyen a la información proporcionada

  • English

    The information provided to participants regarding their activity is a key focus of recent studies aiming to improve the processes and outcomes of computer-supported collaborative learning. The information that is ultimately made available is linked to that considered to be important for online collaborative learning processes. The study presented here attaches special importance both to educational influence and to the distribution of this influence among the participants. Participants were 42 university students. They were given information regarding certain indicators of their participation in the forums, which were theoretically related to the exercise of educational influence at both group and individual levels. The objectives were to analyse the impact of information on the evolution of activity across the forums, and the relationship with the value that participants assigned to the forums and the usefulness of the forums in the learning process. The results indicated that only individual information had a significant impact on participation in subsequent forums. Future studies should incorporate questions related to the meaning that participants ascribe to the information provided to them

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