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dc.contributor.authorHernández Sellés, Nuria
dc.contributor.authorMuñoz Carril, Pablo César
dc.contributor.authorGonzález Sanmamed, Mercedes
dc.date.accessioned2020-10-05T07:39:46Z
dc.date.available2020-10-05T07:39:46Z
dc.date.issued2020
dc.identifier.citationHernández-Sellés, N., Muñoz-Carril, P. & González-Sanmamed, M. Interaction in computer supported collaborative learning: an analysis of the implementation phase. Int J Educ Technol High Educ 17, 23 (2020). https://doi.org/10.1186/s41239-020-00202-5
dc.identifier.issn2365-9440
dc.identifier.urihttp://hdl.handle.net/10347/23363
dc.description.abstractThere is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a nonexperimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.
dc.description.sponsorshipThis paper has been written in the context of the research project: “Ecologías de aprendizaje en la era digital: nuevas oportunidades para la formación del profesorado de educación secundaria” (ECO4LEARN-SE) “Learning ecologies in the digital era: new opportunities for teacher training in secondary education”. It has been partially financed by the Ministry of Science, Innovation and Universities in Spain, (Ref. RTI2018–095690-B-I00)
dc.language.isoeng
dc.publisherSpringer
dc.rights© The Author(s), 2020. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectCollaborative learning
dc.subjectHigher education
dc.subjectTeaching/learning strategies
dc.subjectComputer-mediated communication
dc.subjectInteractive learning
dc.titleInteraction in computer supported collaborative learning: an analysis of the implementation phase
dc.typeinfo:eu-repo/semantics/article
dc.identifier.DOI10.1186/s41239-020-00202-5
dc.relation.publisherversionhttps://doi.org/10.1186/s41239-020-00202-5
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.contributor.affiliationUniversidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
dc.description.peerreviewedSI


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© The Author(s), 2020. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/
Except where otherwise noted, this item's license is described as  © The Author(s), 2020. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/





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