Development and validation of a framework for the analysis of virtual collaborative work

The inclusion of collaborative aspects, mediation by technologies, and distance education has problematized the notion of learning and has led to new questions about how to study this process. Our work develops and validates a frame of reference that collaborates in the analysis of which are the bes...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Temporelli, Walter
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2022
Materias:
collaboration; constructivism; ICT; regulation; cooperation
colaboración; constructivismo; TIC; regulación; cooperación
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/37693
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
id I10-R10-article-37693
record_format ojs
spelling I10-R10-article-376932022-05-21T15:34:52Z Development and validation of a framework for the analysis of virtual collaborative work Desarrollo y validación de un Framework para el análisis del trabajo colaborativo virtual Temporelli, Walter collaboration; constructivism; ICT; regulation; cooperation colaboración; constructivismo; TIC; regulación; cooperación The inclusion of collaborative aspects, mediation by technologies, and distance education has problematized the notion of learning and has led to new questions about how to study this process. Our work develops and validates a frame of reference that collaborates in the analysis of which are the best variables that can intervene in collaborative work through a computer. The field of Computer-Supported Collaborative Learning – CSCL-, has a long controversial history about its theories, methods, and definition. From the theoretical framework, we developed a first version of our framework; then, we submitted it to the analysis of judges to create a second version and apply it to our field of study. We conclude that the dimensions that best make visible the actions that facilitate or hinder collaboration in virtual educational networks are agentivity, metacognitive knowledge, and the learning regulation process. La inclusión de aspectos colaborativos, la mediación por tecnologías y la educación a distancia ha problematizado la noción del aprendizaje y, a su vez, ha generado nuevos interrogantes acerca de cómo estudiar este proceso. Debido a eso, nuestro trabajo desarrolla y valida un marco de referencia que colabore con el análisis de cuáles son las mejores variables que intervengan en el trabajo colaborativo a través de una computadora. El ámbito del Computer-Supported Collaborative Learning (aprendizaje colaborativo soportado por computadora) tiene una historia de debate acerca de sus teorías, sus métodos y su definición. A partir del marco teórico, desarrollamos una primera versión de nuestro framework, luego, lo sometimos al análisis de un jurado para armar una segunda versión y aplicarla a nuestro campo de estudio. Concluimos que las dimensiones que mejor visibilizan las acciones que facilitan o obstaculizan la colaboración en redes virtuales educativas son la agentividad, el conocimiento metacognitivo y el proceso de regulación de los aprendizajes. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2022-05-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/vesc/article/view/37693 Virtuality, Education and Science; Vol. 13 No. 25; 32-57 Virtualidad, Educación y Ciencia; Vol. 13 Núm. 25; 32-57 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/37693/37695 https://revistas.unc.edu.ar/index.php/vesc/article/view/37693/37696 https://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic collaboration; constructivism; ICT; regulation; cooperation
colaboración; constructivismo; TIC; regulación; cooperación
spellingShingle collaboration; constructivism; ICT; regulation; cooperation
colaboración; constructivismo; TIC; regulación; cooperación
Temporelli, Walter
Development and validation of a framework for the analysis of virtual collaborative work
topic_facet collaboration; constructivism; ICT; regulation; cooperation
colaboración; constructivismo; TIC; regulación; cooperación
author Temporelli, Walter
author_facet Temporelli, Walter
author_sort Temporelli, Walter
title Development and validation of a framework for the analysis of virtual collaborative work
title_short Development and validation of a framework for the analysis of virtual collaborative work
title_full Development and validation of a framework for the analysis of virtual collaborative work
title_fullStr Development and validation of a framework for the analysis of virtual collaborative work
title_full_unstemmed Development and validation of a framework for the analysis of virtual collaborative work
title_sort development and validation of a framework for the analysis of virtual collaborative work
description The inclusion of collaborative aspects, mediation by technologies, and distance education has problematized the notion of learning and has led to new questions about how to study this process. Our work develops and validates a frame of reference that collaborates in the analysis of which are the best variables that can intervene in collaborative work through a computer. The field of Computer-Supported Collaborative Learning – CSCL-, has a long controversial history about its theories, methods, and definition. From the theoretical framework, we developed a first version of our framework; then, we submitted it to the analysis of judges to create a second version and apply it to our field of study. We conclude that the dimensions that best make visible the actions that facilitate or hinder collaboration in virtual educational networks are agentivity, metacognitive knowledge, and the learning regulation process.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2022
url https://revistas.unc.edu.ar/index.php/vesc/article/view/37693
work_keys_str_mv AT temporelliwalter developmentandvalidationofaframeworkfortheanalysisofvirtualcollaborativework
AT temporelliwalter desarrolloyvalidaciondeunframeworkparaelanalisisdeltrabajocolaborativovirtual
first_indexed 2022-08-20T00:45:16Z
last_indexed 2022-08-20T00:45:16Z
_version_ 1770715787811618816

Ejemplares similares