Explorando la responsabilidad cognitiva colectiva y sus efectos sobre el impacto de los estudiantes en una comunidad para la creación del conocimient

• Autores: Calixto Gutiérrez Braojos, Honorio Salmerón Pérez
• 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. 327-367
• Idioma: español
• DOI: 10.1080/02103702.2015.1016746
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este estudio se analizaron la actividad y el impacto de los estudiantes en una comunidad de indagación soportada por una plataforma virtual (Knowledge Forum). Los participantes eran 72 estudiantes universitarios matriculados en quinto curso de una carrera del área de ciencias sociales. En primer lugar se realizó un estudio descriptivo de los elementos explicativos del impacto de los estudiantes en la comunidad de conocimiento (compromiso hacia la responsabilidad cognitiva colectiva, complejidad cognitiva, creatividad de las construcciones y eficacia para evaluar las ideas con impacto generadas en la comunidad). Posteriormente, con la aplicación de un path analysis mediante el procedimiento bootstrap, se analizó la relevancia de cada elemento (e.g., complejidad cognitiva) para explicar el impacto de los estudiantes en la comunidad de conocimiento. A partir de los resultados resaltamos la importancia de diseñar y gestionar entornos virtuales que incidan en el desarrollo de competencias para favorecer la responsabilidad cognitiva colectiva y, con ella, aumentar la simetría del impacto de los estudiantes y el avance del conocimiento de la comunidad.

  • English

    This study analyses and discusses a theoretical model that explains students� impact in a knowledge community supported by a virtual platform (Knowledge Forum). Participants were 72 university students enrolled in the fifth course of a social sciences degree programme. First, a descriptive study is carried out that includes the explanatory elements of the students� impact in the knowledge community (commitment to collective cognitive responsibility, cognitive complexity, creativity of the constructions in the platform and efficacy in evaluating impacting contributions generated in the community). Then, the application of a path analysis, using the bootstrap procedure, provides information about the relevance of each element (e.g., cognitive complexity) in explaining the students� impact in the knowledge community. Based on the results, the article highlights the importance of designing and managing virtual environments that can facilitate the development of competences favouring collective cognitive responsibility and, consequently, increase the symmetry of the students� impact and the advancement of the community�s knowledge.

• Referencias bibliográficas
  • Bereiter, C., Scardamalia, M., (1993) Surpassing ourselves: An inquiry into the nature and implications of expertise, , Chicago, IL: Open...
  • Bereiter, C., Scardamalia, M., Teaching how science really works (2009) Education Canada, 49 (1), pp. 14-17
  • Berelson, B., (1952) Content Analysis in Communication Research, , Glencoe, IL: The Free Press
  • Biggs, J.B., (2011) Teaching for Quality Learning at University, , Buckingham: Open University Press/McGraw Hill
  • Biggs, J.B., Collis, K., (1982) Evaluating the Quality of Learning: The SOLO taxonomy, , New York, NY: Academic Press
  • Bollen, K.A., Stine, R.A., Bootstrapping goodness-of-fit measures in structural equation models (1992) Sociological Methods and Research,...
  • Brown, N., Smyth, K., Mainka, C., Looking for evidence of deep learning in constructively aligned online discussions (2006) Proceedings of...
  • Byrne, (2010) Structural equation modelling with AMOS: Basic concepts, applications, and programming, , New York, NY: Taylor and Francis Group
  • Chen, B., Chuy, M., Resendes, M., Scardamalia, M., Big ideas tool as a new feature of knowledge forum. Presented at the (2010) 2010 Knowledge...
  • Chen, B., Resendes, M., Chuy, M., Tarchi, C., Bereiter, C., Scardamalia, M., Identificare, selezionare e sviluppare le idee promettenti nel...
  • Chen, B., Scardamalia, M., Acosta, A., Resendes, M., Kici, D., Promisingness judgments as facilitators of knowledge building (2013) To see...
  • Chuy, M., Zhang, J., Resendes, M., Scardamalia, M., Bereiter, C., Does contributing to a knowledge building dialogue lead to individual advancement...
  • Coll, C., Bustos, A., Engel, A., Perfiles de participación y presencia docente distribuida en redes asincrónicas de aprendizaje: La articulación...
  • Gutiérrez-Braojos, C., Chen, B., Resendes, M., Exploring an index of builders with potential impact on Knowledge Building from SOLO Taxonomy...
  • Gutiérrez-Braojos, C., Martin-Romera, A., La presencia docente como un factor explicativo del aprendizaje en comunidades de indagación (2013)...
  • Gutiérrez-Braojos, C., Resendes, M., Chen, B., Exploring a theoretical model about the effectiveness in evaluation of impacting contributions...
  • Gutiérrez-Braojos, C., Salmerón-Vílchez, P., Building Knowledge: Theoretical model to analyze Knowledge Builders. Presented at the (2012)...
  • Gutiérrez-Braojos, C., Salmerón-Vílchez, P., García, J.M., Profiles of student participation in virtual computer learning and building environment...
  • Hamilton, E.C., Friesen, N., Online education: A science and technology studies perspective (2013) Canadian Journal of Learning and Technology,...
  • Hatzipanagos, S., HOT and flaming spirals: Learning and empathic interfaces (2006) European Journal of Open Distance and ELearning, , http://www.eurodl.org/materials/contrib/2006/Stylianos_Hatzipanagos.htm,...
  • Hayes, A., (2013) Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, , New York, NY: Guildford...
  • Hewitt, J., Brett, C., Peters, V., Scan rate: A new metric for the analysis of reading behaviors in asynchronous computer conferencing environments...
  • Holmes, K., Analysis of asynchronous online discussion using the SOLO Taxonomy (2005) Australian Journal of Educational & Developmental...
  • Monereo, C., Badia, A., La enseñanza y el aprendizaje de estrategias de aprendizaje en entornos virtuales (2008) Psicología de la Educación...
  • Paavola, S., Hakkarainen, K., The knowledge creation metaphor-An emergent epistemological approach to learning (2005) Science & Education,...
  • Paavola, S., Lipponen, L., Hakkarainen, K., Models of innovative knowledge communities and three metaphors of learning (2004) Review of Educational...
  • Scardamalia, M., Collective cognitive responsibility for the advancement of knowledge (2002) Liberal education in a knowledge society, pp....
  • Scardamalia, M., CSILE/Knowledge Forum (2004) Education and Technology: An encyclopedia, pp. 183-192. , In A. Kovalchick, & K. Dawson...
  • Scardamalia, M., Bereiter, C., Computer support for knowledge-building communities (1994) Journal of the Learning Sciences, 3, pp. 265-283
  • Scardamalia, M., Bereiter, C., Lamon, M., CSILE: Trying to bring students into world 3 (1994) Classroom lessons: Integrating cognitive theory...
  • Schrire, S., Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis (2006) Computers and Education, 46,...
  • Sternberg, R., The assessment of creativity: An investment-based approach (2012) Creativity Research Journal, 24, pp. 3-12
  • Zhang, J., Scardamalia, M., Reeve, R., Messina, R., Designs for collective cognitive responsibility in knowledge-building communities (2009)...