Interacción entre estudiantes y aprendizaje en grupos pequeños

• Autores: Noreen M. Webb
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Nº 27-28, 1984, págs. 159-183
• Idioma: español
• DOI: 10.1080/02103702.1984.10822049
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Si bien en los últimos años ha aumentado considerablemente el número de investigaciones acerca del aprendizaje en grupos pequeños en régimen de cooperación, pocos estudios se han centrado en los procesos de interacción que tienen lugar dentro de los grupos. Este trabajo se centra en el papel de la experiencia de los estudiantes en interacción en grupos pequeños durante el aprendizaje. Se examina la investigación que hace referencia a los tres aspectos del aprendizaje en grupos pequeños: I) la relación entre interacción y resultado, 2) proceso cognitivo y mecanismos socioemocionales que unen la interacción y los resultados y, 3) características del individuo, del grupo y de la estructura de recompensa que predicen la interacción en grupos pequeños. Se discuten aspectos metodológicos y sustantivos para evaluar e integrar los resultados de investigaciones previas, y como directrices para futuras investigaciones. La conclusión es que el rol de un individuo en la interacción en el grupo ejerce una importante influencia sobre el aprendizaje, y que la interacción se puede predecir a partir de las características múltiples del individuo, del grupo y de la situación marco.

  • English

    While research on learning in cooperative small groups has greatly increased during the past several years, few studies have focused on the interaction processes occurring within groups. This review focuses on the role of the student�s experience in small group interaction in learning. Research bearing on three aspects of small group learning is examined: 1) the relationship between interaction and achievement, 2) cognitive process and social-emotional mechanisms bridging interaction and achievement, and 3) characteristics of the individual, group, and reward structure that predict interaction in small groups. Methodological and substantive issues are discussed to evaluate and integrate research findings, and as guidelines for further research. The conclusion is that an individual�s role in group interaction is an important influence on learning, and that interaction can best be predicted from multiple characteristics of the individual, group, and setting.

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