Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years
Descripción del Articulo
Research on the bibliographic review studies on collaborative learning at the university level published in the last five years, allows to verify an absence of systematic comparative analysis of explicit and exhaustive analytical criteria that enables ordering of the different contributions. Precise...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2023 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/1828 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/1828 |
| Nivel de acceso: | acceso abierto |
| Materia: | Aprendizaje colaborativo Aprendizaje cooperativo Trabajo en equipo Revisión bibliográfica Collaborative learning Cooperative learning Teamwork Bibliographical review |
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Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years Propuesta de un modelo analítico de artículos de aprendizaje colaborativo a nivel universitario publicados en los últimos cinco años |
| title |
Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years |
| spellingShingle |
Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years Cardoni, Juliana Aprendizaje colaborativo Aprendizaje cooperativo Trabajo en equipo Revisión bibliográfica Collaborative learning Cooperative learning Teamwork Bibliographical review |
| title_short |
Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years |
| title_full |
Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years |
| title_fullStr |
Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years |
| title_full_unstemmed |
Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years |
| title_sort |
Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five Years |
| dc.creator.none.fl_str_mv |
Cardoni, Juliana Roselli, Néstor Daniel |
| author |
Cardoni, Juliana |
| author_facet |
Cardoni, Juliana Roselli, Néstor Daniel |
| author_role |
author |
| author2 |
Roselli, Néstor Daniel |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Aprendizaje colaborativo Aprendizaje cooperativo Trabajo en equipo Revisión bibliográfica Collaborative learning Cooperative learning Teamwork Bibliographical review |
| topic |
Aprendizaje colaborativo Aprendizaje cooperativo Trabajo en equipo Revisión bibliográfica Collaborative learning Cooperative learning Teamwork Bibliographical review |
| description |
Research on the bibliographic review studies on collaborative learning at the university level published in the last five years, allows to verify an absence of systematic comparative analysis of explicit and exhaustive analytical criteria that enables ordering of the different contributions. Precisely, the objective of this work was to establish a referential analytical model that allows a clear systematization of the corpus of articles recovered in the period 2018-2022. To meet this objective, a bibliographic search was carried out in the databases: SciELO, RedALyC, Eric and Dialnet. 71 studies were recovered. In the first part of the manuscript, this corpus of research was analyzed based on the constructed analytical criteria or variables. In the second part, the variables of the proposed model were analyzed inclusively. Based on this systematization, 12 studies were selected that can be considered paradigmatic of the variables and classificatory modalities. In conclusion, the proposed analytical model allowed us to detect the existing diversity in the articles published in the last five years. Despite this great variety of research, the ordering of the articles according to classifying criteria makes it possible to elucidate certain patterns. Research in the last five years study the interactions that occur in the collaboration process, certain conditions under which collaborative learning is more efficient, and the effectiveness of certain strategies to support students' interactional, regulatory, and metacognitive processes. |
| publishDate |
2023 |
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2023-08-31 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1828 10.20511/pyr2023.v11n2.1828 |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1828 |
| identifier_str_mv |
10.20511/pyr2023.v11n2.1828 |
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spa eng |
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spa eng |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1821 https://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1827 https://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1833 https://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1839 /*ref*/Abrams, Z. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22-42. https://doi.org/10125/44681 /*ref*/Aqlan, F. & Zhao, R. (2022). Assessment of collaborative problem solving in engineering students through hands-on simulations. IEEE Transactions on Education, 65(1), 9-17. https://doi.org/10.1109/TE.2021.3079523. /*ref*/Arellano-Becerril, E. & Escudero-Nahón, A. (2022). Tendencias de investigación de aula invertida con aprendizaje colaborativo: una revisión sistemática. Revista de Investigación Educativa de la Rediech, 13. https://doi.org/10.33010/ie_rie_rediech.v13i0.1492 /*ref*/Badia, A., Becerril, L. & Romero, M. (2010). La construcción colaborativa de conocimiento en las redes de comunicación asíncronica y escrita (RCAE): una revisión de los instrumentos analíticos. Cultura y Educación, 22(4), 455-474. https://dialnet.unirioja.es/servlet/articulo?codigo=3338381 /*ref*/Barrera, R. A., Montaño, R. M., Marín, P. E. & Chávez, J. E. (2021). Trabajo colaborativo y la ecología del aprendizaje. Formación Universitaria, 14(6), 3-12. http://dx.doi.org/10.4067/S0718-50062021000600003 /*ref*/Baturay, M. H. & Toker, S. (2019). The comparison of trust development in virtual and facte-to-face collaborative learning groups. Turkish Online Journal of Distance Education, 20(3), 153-164. /*ref*/Beltrán-Martín, I. (2022). Una propuesta de aprendizaje cooperativo basada en el uso de Padlet. Tecnología, Ciencia y Educación, 22, 7-38. https://doi.org/10.51302/tce.2022.654 /*ref*/Borge, M., Shiou, Y. & Penstein, C. (2018). Learning to monitor and regulate collective thinking processes. International Journal of Computer-Supported Collaborative Learning, 13(1). 61-92. http://dx.doi.org/10.1007/s11412-018-9270-5 /*ref*/Castellaro, M. & Dominino, M. (2011). El proceso colaborativo en niños de escolaridad inicial y primaria. Una revisión de trabajos empíricos. Revista Intercontinental de Psicología y Educación, 13(2), 119-145. https://dialnet.unirioja.es/servlet/articulo?codigo=6540917 /*ref*/Castellaro, M., Dominino, M. & Roselli, N. (2011). La influencia de la desigualdad intelectual en la interacción colaborativa de díadas de niños de ocho años. Psicología desde el Caribe, (27), 1-39. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-417X2011000100002 /*ref*/Chen, J., Wang, M., Kirschner, P. A. & Tsai, C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: a meta-analysis. Review of Educational Research, 88(6), 799-843. https://doi.org/10.3102/0034654318791584 /*ref*/Cheng L. C. & Chu H. C. (2019). An innovative consensus map-embedded collaborative learning system for ER diagram learning: sequential analysis of students’ learning achievements. Interactive Learning Environments, 27(3), 410-425. https://doi.org/10.1080/10494820.2018.1482357 /*ref*/Cole, M. (1990). Cognitive development and formal schooling: the evidence from socio-cultural research En L. Moll (Ed.), Vygotski and Education (pp. 89-110). Cambridge University Press. /*ref*/Curay, P. A. (2022). El aprendizaje colaborativo: una respuesta para la enseñanza con herramientas virtuales. Revisa Educare, 26(3), 269-283. https://doi.org/10.46498/reduipb.v26i3.1805 /*ref*/Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197-213. https://doi.org/10.1016/S0959-4752(03)00068-9 /*ref*/Deutsch, M. (1949). A Theory of Cooperation and Competition. Human Relations, 2(2), 129-152. https://doi.org/10.1177/001872674900200204 /*ref*/Dillenbourg, P., Baker, M., Blaye, A. & O’Malley, C. (1996). The evolution of research on collaborative learning En E. Spada y P. Reiman (Ed.), Learning in Humans and Machine: Towards an interdisciplinary learning science (pp. 189-211). Elsevier. /*ref*/Dillenbourg, P. (1999). What do you mean by collaborative learning? En P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches. Elsevie Science. /*ref*/Doise, W. & G. Mugny (1981). Le developpement social de l’intelligence. Intereditions. /*ref*/Duret, D., Christley, R., Denny, P. & Senior, A. (2018). Collaborative learning with PeerWise. Research in Learning Technology, 26, 1-13. https://doi.org/10.25304/rlt.v26.1979 /*ref*/Ecos, A., Manrique, Z., & Huamán, J. (2020). Análisis de grupos de trabajo virtuales y su relación con el aprendizaje colaborativo de la matemática en estudiantes universitarios. Propósitos y Representaciones, 8(SPE3). http://dx.doi.org/10.20511/pyr2020.v8nSPE3.595 /*ref*/Fernández, P. & Melero, M. A. (1995). La interacción social en contextos educativos. Siglo XXI. /*ref*/Guo, Z. & Barmaki, R. (2020). Deep neural networks for collaborative learning analytics: Evaluating team collaborations using student gaze point prediction. Australasian Journal of Educational Technology, 36 (6). https://eric.ed.gov/?id=EJ1280968 /*ref*/Granado-Peinado, M., Mateos, M., Martín, E. & Cuevas, I. (2019). Teaching to write collaborative syntheses in higher education. Reading and Writing, 32, 2037-2058. https://doi.org/10.1007/s11145-019-09939-6 /*ref*/Hayashi, Y. (2020). Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance. International Journal of Computer-Supported Collaborative Learning, 15(4), 469-498. https://doi.org/10.1007/s11412-020-09333-3 /*ref*/Heimbuch, S., Ollesch, L. & Bodemer, D. (2018). Comparing effects of two collaboration scripts on learning activities for wiki based environments. International Journal of Computer-Supported Collaborative Learning, 13, 331-357. https://doi.org/10.1007/s11412-018-9283-0 /*ref*/Heinonen, K., De Grez, N., Hämäläinen, R., De Wever, B. & van der Mejis, S. (2020). Scripting as a pedagogical method to guide collaborative writing: university students’ reflections. Research and Practice in Technology Enhanced Learning, 15(15). https://doi.org/10.1186/s41039-020-00131-x /*ref*/Hernández, G., Cossío, E. & Martínez, M. E. (2020). Escritura epistémica de estudiantes universitarios en un sistema de actividad de cognición distribuida. Revista Mexicana de Investigación Educativa, 25(86), 519-547. https://www.scielo.org.mx/scielo.php?pid=S1405-66662020000300519&script=sci_abstract /*ref*/Hutchins, E. (1991). The social organization of distributed cognition En L. Resnick, J. Levine, y S. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 283-307). American Psychological Association /*ref*/Järvenoja, H., Näykki, P. & Törmänen, T. (2019). Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges? Studies in Higher Education, 44(10), 1747-1757. https://doi.org/10.1080/03075079.2019.1665318 /*ref*/Johnson, D., & Johnson, R. (1999). Aprender juntos y solos. Aiqué. /*ref*/Lambić, D., Lazović, B., Djenić, A. & Marić, M. (2018). A novel metaheuristic approach for collaborative learning and group formation. Journal of Computer Assisted Learning, 34(6), 907-916. https://doi.org/10.1111/jcal.12299 /*ref*/Leng, J., Yi, Y. & Gu, X. (2021). From cooperation to collaboration: investigating collaborative group writing and social knowledge construction in pre-service teachers. Educational Technology Research and Development, 69(5), 2377–2398. https://doi.org/10.1007/s11423-021-10020-9 /*ref*/Lewis, R. (2003). Pourquoi apprendre à collaborer. En C. Bernadette y D. Peraya (Eds.). Technologie et Innovation en Pédagogie. Dispositifs Innovants de Formation Pour l’Enseignement Supérieur (pp. 137-139). Éditions De Boeck Université. /*ref*/Luque, A. M., Pérez, I. R., Aguilar, J. A. & Rozas, M. R. (2021). Aprendizaje cooperativo y habilidades sociales: Universidad Nacional Jorge Basadre Grohmann. Horizonte de la Ciencia, 11(21), 239-254. https://doi.org/10.26490/uncp.horizonteciencia.2021.21.909 /*ref*/Menekse, M. & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, 44(5), 702-725. https://doi.org/10.1080/03043797.2018.1538324 /*ref*/Niari, M. (2021). To use or not use collaborative learning techniques in teleconference teaching? A case study from the Hellenic Open University. Journal of Learning for Development, 8(1), 93-110. /*ref*/Niño-Carrasco, S. & Castellanos-Ramírez, J. (2020). Estrategias de regulación y procesos de escritura colaborativa en línea para el aprendizaje en estudiantes universitarios. Revista de Investigación de la Universidad De La Salle Bajío, 12(2). 1-29. doi.org/10.21640/ns.v12i25.2499 /*ref*/Nykopp, M., Marttunen, M. & Erkens, G. (2018). Coordinating collaborative writing in an online environment. Journal of Computing in Higher Education, 31, 536-556. https://doi.org/10.1007/s12528-018-9203-3 /*ref*/Olaya, M. L. & González-González, G. M. E. (2020). Cooperative learning to foster reading skills. Gist Education and Learning Research Journal, 21, 119-139. /*ref*/Palacios-Núñez, M., Deroncele-Acosta, A. & Goñi, F. F. (2022). Aprendizaje colaborativo en línea: factores de éxito para su efectividad. Revista Conhecimiento Online, 2(14), 158-179. https://doi.org/10.25112/rco.v2.2925 /*ref*/Panitz, T. (1997). Collaborative versus cooperative learning –a comparison of the two concepts which will help us understand the underlying nature of interactive learning-. Cooperative Learning and College Teaching, 8(2). /*ref*/Perret-Clermont, A. (1984). La construcción de la inteligencia en la interacción social. Aprendiendo con los compañeros. Visor. /*ref*/Pham, V. P. H. (2021). The effects of collaborative writing on students’ writing fluency: an efficient framework for collaborative writing. SAGE OPEN, 11(1). https://doi.org/10.1177/2158244021998363 /*ref*/Rafael-Cosme, R. E. (2022). Aprendizaje colaborativo y su influencia en el desarrollo de capacidades de matemática básica en estudiantes universitarios. 593 Digital Publisher CEIT, 7(1), 53-62. https://doi.org/10.33386/593dp.2022.1.816 /*ref*/Reyes-Cabrera, W. (2022). Gamificación y aprendizaje colaborativo en línea: un análisis de estrategias en una universidad mexicana. Alteridad, 17(1), 24-35. https://doi.org/10.17163/alt.v17n1.2022.02 /*ref*/Rode, C. A., Amezcua, V. & Guerrero, S. L. (2018). Percepciones de la interacción y la comunicación en el trabajo colaborativo con TIC: comparativa de los alumnos de Licenciatura en Comunicación y Periodismo y de la Licenciatura en Desarrollo Local de la Universidad Autónoma de Querétaro. Global Media Journal México, 15(29), 22-40. https://www.redalyc.org/journal/687/68758895003/html/ Rogoff, B. (1993). Children’s guided participation and participatory appropriation En sociocultural activity en R. Wozniak y K. 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El aprendizaje colaborativo: bases teóricas y estrategias aplicables en la enseñanza universitaria. Propósitos y Representaciones, 4(1), 219-280. http://dx.doi.org/10.20511/pyr2016.v4n1.90 /*ref*/Roselli, N. D. & Cardoni, J. (2020). Mapas conceptuales vs. resúmenes: diferencias en las modalidades de construcción colaborativa. Propósitos y Representaciones, 8(3). https://doi.org/10.20511/pyr2020.v8n3.429 /*ref*/Ruiz, C. (2018). El aprendizaje colaborativo. Aplicación a la asignatura de Administración de Empresas. Congreso Nacional de Innovación Educativa y Docencia en Red. http://dx.doi.org/10.4995/INRED2018.2018.8717 /*ref*/Sadita, L., Hirashima, T., Hayashi, Y., Wunnasri, W., Pailai, J., Junus, K. & Budi Santoso, H. (2020). Collaborative concept mapping with reciprocal kit-build: a practical use in linear algebra course. Research and Practice in Technology Enhanced Learning, 15(19). https://doi.org/10.1186/s41039-020-00136-6 /*ref*/Salomon, G. (2001). Cogniciones Distribuidas. Amorrortu. /*ref*/Schnaubert, L. & Bodemer, D. (2022). Group awareness and regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 11-38. https://doi.org/10.1007/s11412-022-09361-1 /*ref*/Schneider, B., Dich, Y. & Radu, I. (2020). Unpacking the relationship between existing and new measures of physiological synchrony and collaborative learning: a mixed methods study. International Journal of Computer-Supported Collaborative Learning, 15(1), 89-113. https://doi.org/10.1007/s11412-020-09318-2 /*ref*/Silva, H., Lopes, J., Dominguez, C. & Morais, E. (2022). Lecture, cooperative learning and ccncept mapping: any dafferences on critical thinking development? International Journal of Instruction, 15(1), 765-780. https://doi.org/10.29333/iji.2022.15144a /*ref*/Slavin, R.E. (1983). Cooperative learning. Longman. /*ref*/Straub, S. & Rummel, N. (2021). Promoting regulation of equal participation in online collaboration by combining a group awarness tool and adaptive prompts. But does it even matter? International Journal of Computer-Supported Collaborative Learning, 16, 67-104. https://doi.org/10.1007/s11412-021-09340-y /*ref*/Su, Y., Li, Y., Hu, H. & Rosé, C. P. (2018). Exploring college English language learners’ and social regulation of learning during wiki-supported collaborative reading activities. International Journal of Computer-Supported Collaborative Learning, 13(1), 35-60. https://doi.org/10.1007/s11412-018-9269-y /*ref*/Tao, Y., Zhang, M., Su, Y. & Yanyan, L. (2022). Exploring college English language learners’ Social Knowledge Construction and Socio-Emotional Interactions During Computer-Supported Collaborative Writing Activities. Asia-Pacific Edu Res, 31, 613–622. https://doi.org/10.1007/s40299-021-00612-7 /*ref*/Tan, E., de Weer, J. G. & Stoyanov, S. (2021). Supporting interdisciplinary collaborative concept mapping with individual preparation phase. Educational Technology Research and Development, 69(2), 607-626. https://doi.org/10.1007/s11423-021-09963-w /*ref*/Teng, M. F. (2021). The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills. Applied Cognitive Psychology, 35(3), 659-673. https://doi.org/10.1002/acp.3789 /*ref*/van Leeuwen, A. & Rummel, N. (2019). Orchestration tools to support the teacher during student collaboration: a review. Unterrichtswiss, 47(2), 143-158. https://doi.org/10.1007/s42010-019-00052-9 /*ref*/Wertsch, J. (1988). Vygotsky y la Formación Social de la Mente. Paidós. /*ref*/Zhang, S., Chen, J., Wen, Y., Chen, H., Gao, Q. & Wang, Q. (2021). Capturing regulatory patterns in online collaborative learning: a network analytic approach. International Journal of Computer-Supported Collaborative Learning, 16(1), 37-66. https://doi.org/10.1007/s11412-021-09339-5 /*ref*/Zheng, X., Johnson, T. E. & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation and students’ acceptance. Educational Technology Research and Development, 68(6), 3527-3545. https://doi.org/10.1007/s11423-020-09868-0 |
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Derechos de autor 2023 Juliana Cardoni, Néstor Daniel Roselli https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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Derechos de autor 2023 Juliana Cardoni, Néstor Daniel Roselli https://creativecommons.org/licenses/by-nc-nd/4.0 |
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Proposal of an Analytical Model on Collaborative Learning Articles Published in The Last Five YearsPropuesta de un modelo analítico de artículos de aprendizaje colaborativo a nivel universitario publicados en los últimos cinco añosCardoni, JulianaRoselli, Néstor DanielAprendizaje colaborativoAprendizaje cooperativoTrabajo en equipoRevisión bibliográficaCollaborative learningCooperative learningTeamworkBibliographical reviewResearch on the bibliographic review studies on collaborative learning at the university level published in the last five years, allows to verify an absence of systematic comparative analysis of explicit and exhaustive analytical criteria that enables ordering of the different contributions. Precisely, the objective of this work was to establish a referential analytical model that allows a clear systematization of the corpus of articles recovered in the period 2018-2022. To meet this objective, a bibliographic search was carried out in the databases: SciELO, RedALyC, Eric and Dialnet. 71 studies were recovered. In the first part of the manuscript, this corpus of research was analyzed based on the constructed analytical criteria or variables. In the second part, the variables of the proposed model were analyzed inclusively. Based on this systematization, 12 studies were selected that can be considered paradigmatic of the variables and classificatory modalities. In conclusion, the proposed analytical model allowed us to detect the existing diversity in the articles published in the last five years. Despite this great variety of research, the ordering of the articles according to classifying criteria makes it possible to elucidate certain patterns. Research in the last five years study the interactions that occur in the collaboration process, certain conditions under which collaborative learning is more efficient, and the effectiveness of certain strategies to support students' interactional, regulatory, and metacognitive processes.Una mirada de los artículos de revisión bibliográfica sobre el aprendizaje colaborativo a nivel universitario publicados en los últimos cinco años permite constatar una ausencia de análisis comparativo sistemático de criterios analíticos explícitos y exhaustivos que permitan ordenar dichos aportes. Precisamente, el objetivo del presente trabajo fue proponer un modelo analítico referencial que permita una clara sistematización del corpus de artículos recuperados en el periodo 2018-2022. Para cumplir con dicho objetivo, se realizó una búsqueda bibliográfica en las bases de datos SciELO, Redalyc, Eric y Dialnet. Se recuperaron 71 investigaciones. En la primera parte del manuscrito se analizó este corpus de investigaciones en función de los criterios analíticos construidos o variables. En la segunda parte, se analizaron de forma inclusiva las variables del modelo propuesto. En función de esta sistematización, se seleccionaron 12 artículos que pueden ser considerados paradigmáticos de dichas variables y modalidades clasificatorias. A modo de conclusión, el modelo analítico propuesto permitió detectar la diversidad existente en los artículos publicados en los últimos cinco años. A pesar de esta gran variedad de investigaciones, el ordenamiento de los artículos según criterios clasificadores posibilita dilucidar ciertos patrones. Se encontraron investigaciones que estudian las interacciones que se dan en el proceso de colaboración, ciertas condiciones bajo las cuales el aprendizaje colaborativo resulta más eficiente y la efectividad de determinadas estrategias para apoyar los procesos interaccionales, regulatorios y metacognitivos de los estudiantes.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2023-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmltext/xmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/182810.20511/pyr2023.v11n2.1828Propósitos y Representaciones. Journal of Educational Psychology; Vol. 11 No. 2 (2023): May - August; e1828Propósitos y Representaciones; ##issue.vol## 11 ##issue.no## 2 (2023): Mayo - Agosto; e1828Propósitos y Representaciones; Vol. 11 Núm. 2 (2023): Mayo - Agosto; e18282310-46352307-799910.20511/pyr2023.v11n2reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1821https://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1827https://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1833https://revistas.usil.edu.pe/index.php/pyr/article/view/1828/1839/*ref*/Abrams, Z. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22-42. https://doi.org/10125/44681/*ref*/Aqlan, F. & Zhao, R. (2022). Assessment of collaborative problem solving in engineering students through hands-on simulations. 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Capturing regulatory patterns in online collaborative learning: a network analytic approach. International Journal of Computer-Supported Collaborative Learning, 16(1), 37-66. https://doi.org/10.1007/s11412-021-09339-5/*ref*/Zheng, X., Johnson, T. E. & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation and students’ acceptance. Educational Technology Research and Development, 68(6), 3527-3545. https://doi.org/10.1007/s11423-020-09868-0Derechos de autor 2023 Juliana Cardoni, Néstor Daniel Rosellihttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/18282024-01-18T16:18:36Z |
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Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
