Tecnología digital y participación de los estudiantes en las sesiones de aprendizaje colaborativo en línea

• Ammar Bahadur Singh ^[1]
  1. [1] Østfold University College, Noruega.
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 36, Nº 4, 2024, págs. 1005-1043
• Idioma: español
• DOI: 10.1177/11356405241292980
• Texto completo no disponible (Saber más ...)
• Resumen

  • Este estudio examina la participación de los estudiantes en sesiones de aprendizaje colaborativo sincrónico en línea (OSCL) en un curso masivo abierto en línea (MOOC). El estudio se centra en el papel de las tecnologías digitales para facilitar la agencia de los estudiantes en actividades colaborativas de creación de significado. Las principales fuentes de datos para el estudio fueron grabaciones de video de sesiones OSCL, que se analizaron utilizando el método de análisis de interacción e interpretaron a través de la lente de la teoría histórico-cultural. Los hallazgos revelaron cuatro actividades interconectadas de creación de significado colaborativo: establecer conexiones sociales y presencia, reflexionar sobre el aprendizaje previo, compartir artefactos digitales y reflexionar sobre la comprensión compartida. La progresión de una actividad a otra se desarrolló a medida que los estudiantes contribuyeron a las actividades de aprendizaje colaborativo utilizando sus propias ideas y enfoques de resolución de problemas. El uso de artefactos digitales creados individualmente, como borradores de tareas de examen, profundizó las interacciones y los procesos de creación de significado, mejorando la agencia de los estudiantes en el aprendizaje colaborativo. Los hallazgos de este estudio brindan información sobre las estrategias pedagógicas que pueden mejorar la agencia de los estudiantes en entornos MOOC, destacando el papel crucial de los artefactos digitales en el desarrollo de la agencia de los estudiantes en el aprendizaje colaborativo.

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