Secondary school music education students’ perception of technology-assisted cooperative learning

• José Palazón-Herrera ^[1]
  1. [1] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 33, Nº 1, 2021, págs. 160-188
• Idioma: inglés
• DOI: 10.1080/11356405.2020.1859737
• Títulos paralelos:
  • Percepción del alumnado de música de educación secundaria sobre el aprendizaje cooperativo asistido por tecnología
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El aprendizaje cooperativo ha sido uno de los enfoques metodológicos que han experimentado un enorme auge en las últimas décadas por sus beneficios empíricamente demostrados. El uso de las tecnologías como apoyo a esta metodología puede jugar un papel fundamental para su mejor implementación. Este trabajo presenta una investigación llevada a cabo con alumnos de música de 3º de ESO (Enseñanza Secundaria Obligatoria) (n = 145) con el objetivo de conocer su percepción hacia el aprendizaje cooperativo asistido por tecnologías, elementos fundamentales ambos cuando se llevan a cabo proyectos creativos de cierta complejidad organizativa. Un diseño cuasi experimental de medidas repetidas para un momento Pre y Post, tomando un grupo de control y un grupo experimental, fue adoptado en este estudio. Los resultados sugieren que existen diferencias estadísticamente significativas en el rendimiento académico y en la satisfacción con la metodología empleada. Las conclusiones ponen de manifiesto que el trabajo cooperativo asistido por tecnología puede ser una de las pocas alternativas metodológicas que contribuyan de manera efectiva al desarrollo de proyectos creativos.

  • English

    Cooperative learning has been one of the burgeoning methodological approaches in recent decades due to its empirically demonstrated benefits. The use of technologies to support this methodology plays a fundamental role in better implementing it. This paper presents a study conducted with music students in the third year of ESO (Enseñanza Secundaria Obligatoria, or Compulsory Secondary Education) (n = 145) with the aim of ascertaining their perception of technology-assisted cooperative learning, an essential factor in creative projects that are extremely organizationally complex. In this study, we adopted a quasi-experimental design of repeated measures for a pre- and post-stage with a control group and an experimental group. The results suggest that there are statistically significant differences in academic performance and satisfaction with the methodology used. The conclusions show that technology-assisted cooperative work may be one of the few methodological alternatives that very effectively contribute to implementing creative projects.

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