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Um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web. ; A conceptual model for collaborative e-learning based on the execution of projects.

Garcia González, Luisa Aleyda
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 20/12/2005 PT
Relevância na Pesquisa
46.06%
O ensino da Engenharia por meios eletrônicos de aprendizagem demanda a implementação de métodos práticos que facilitem ao aluno aprender conteúdos do tipo procedimentos e atitudes, por meio da ação, da interação dos participantes, e da integração de conhecimentos de diferentes áreas. Esta aprendizagem só pode ser efetiva em contextos significativos e a partir de situações específicas, que são estimulados com a utilização do método de projeto. A eficácia deste método é alcançada quando utilizado em grupos, onde um membro aprende na integração com outro, compartilhando recursos e conhecimentos, e adquirindo ou exercitando um conjunto de habilidades pessoais, atualmente muito necessárias no trabalho profissional do Engenheiro. Embora conhecida a importância do método de projeto no estilo de aprendizagem colaborativa, não existem orientações para sua utilização no modelo de ensino-aprendizagem a distância. Este cenário representou a principal motivação para propor, neste trabalho, um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web (MAC-BP). O modelo é organizado em três submodelos relacionados entre si, que caracterizam a criação, a execução e o suporte das atividades instrucionais colaborativas utilizadas no ensino da Engenharia. Um modelo para planejar as atividades e responsabilidades do especialista...

Planejamento instrucional automatizado em aprendizagem colaborativa com suporte computacional utilizando planejamento hierárquico; Automated instructional design in computer-supported collaborative learning using hierarchical planning

Challco, Geiser Chalco
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 11/09/2012 PT
Relevância na Pesquisa
55.96%
Em Aprendizagem Colaborativa com Suporte Computacional (ACSC), o planejamento instrucional consiste em obter uma sequência de interações instrucionais que definem o conteúdo instrucional como a representação do que deve ser ensinado e da forma em que os participantes devem interagir, denominada informação de planejamento instrucional. O desenvolvimento, adaptação e personalização de unidades concisas de estudo compostas por recursos instrucionais e informação de planejamento instrucional, denominadas unidades de aprendizagem, envolve um processo de planejamento instrucional complexo que consome muito tempo e apresenta um conjunto de tarefas repetitivas a serem efetuadas pelos projetistas instrucionais. Neste trabalho, o planejamento instrucional em ACSC é modelado como um problema de planejamento hierárquico para dar suporte ao desenvolvimento, adaptação e personalização das unidades de aprendizagem de forma automática. A modelagem consiste na representação do domínio a ser ensinado, das caraterísticas dos estudantes e das estratégias de planejamento instrucional na linguagem do sistema JSHOP2ip, um sistema de planejamento hierárquico desenvolvido para dar solução aos problemas específicos de planejamento instrucional. Para avaliar a modelagem proposta...

Casos investigativos de caráter sociocientífico na promoção da aprendizagem colaborativa com suporte computacional no ensino superior de química; Sociocientific Case Studies in the Promotion of Computer-Supported Collaborative Learning in Undergraduate Chemistry Teaching

Cabral, Patricia Fernanda de Oliveira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 19/05/2015 PT
Relevância na Pesquisa
45.99%
Desde o início dos anos 80, diversas formas de organização e efetividade de atividades baseadas na Aprendizagem Colaborativa com Suporte Computacional (CSCL) têm sido discutidas. No entanto, o Brasil carece de estudos sobre tais temas, sobretudo no Ensino de Química. A colaboração efetiva em pequenos grupos confere à CSCL uma de suas principais características, o seu método de aprendizado único, bem sucedido e poderoso. A colaboração efetiva nos pequenos grupos incentiva os membros a lançar questionamentos, explicar e justificar suas opiniões, além de articular seu raciocínio, elaborar e refletir sobre seus conhecimentos, o que pode motivar e maximizar a aprendizagem. Essa dissertação apresenta e discute a implementação de atividades didáticas baseadas nos princípios da CSCL aplicadas em uma disciplina de comunicação científica oferecida a alunos de graduação em Química. Investigamos a dinâmica das interações dos alunos divididos em pequenos grupos, com foco na participação, habilidades interpessoais, habilidades de comunicação, processamento grupal e interdependência positiva, conforme o Modelo de Aprendizagem Colaborativa, desenvolvido por Soller et al. Analisamos ainda as percepções dos estudantes frente às atividades...

Enhancing web supported learning by adding a management layer to SCORM compliant LMSs

Pinto, Carlos Sousa; Ramos, Fernando M. S.
Fonte: IEEE Computer Society Publicador: IEEE Computer Society
Tipo: Conferência ou Objeto de Conferência
Publicado em 07/07/2006 ENG
Relevância na Pesquisa
55.77%
Many Web based learning experiences fail due to bad or absent support. LMSs (Learning Management Systems) must incorporate mechanisms for real time monitorization of the involvement of each participant in a course, allowing the detection of deviations to the scheduled activities, enabling the correction of these deviations [1]. The principal standardization projects in the area do not cover this type of aspects. Those projects are mainly focused on contents and its delivery to the learners participating in the courses [2], [3], [4]. This article describes a proposal of a reference model and functionalities towards a specification of a layer for real time management of user interactions with SCORM (Sharable Content Object Reference Model) compliant LMSs.

Uma arquitetura para aprendizagem colaborativa utilizando a integração web e TV digital integrativa; An architecture for collaborative learning using the integration web and integrative TV digital

Dias Júnior, Maurício Vieira
Fonte: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL Publicador: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46%
The Interactive Digital TV (TVDi) arises in society as an important resource for the promotion of learning, collaborative mainly, in response to technological developments television, and as a way to attend the need to strengthen education in the world. Given this perception, starting from one of the areas of learning sciences entitled CSCL (Computer-Supported Collaborative Learning), designed a research project, based on collaborative components, the result of which is characterized by an architecture for interaction using the Web and TV digital return channel via online, in order to make lessons more dynamic and virtual classroom learning and facilitate extracurricular student, without sacrificing entertainment medium that television provides the learner in his family and social context. The T-questions proposed environment enables virtual interactions and F2F (face to face), favoring a particular type of blended learning (b-learning) in the environment where the student is inserted, enhancing collaboration in order to motivate him to learn. Thus, in this dissertation, was developed a collaborative architecture combining NCL and LUA languages, with the support of the Brazilian middleware emulator - Ginga, composed of two modules: Web-Teacher-Student and TVDi...

Internetgestütztes Computer Supported Cooperative Learning : Grundlagen, Konzept und Prototyp; Internet supported Computer Supported Cooperative Learning

Altenburger, Andreas
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
DE_DE
Relevância na Pesquisa
56.15%
Betriebliche Weiterbildung ist notwendig, aber zugleich auch mit hohen Kosten verbunden. Der Gedanke, Kosten durch eine "Virtualisierung" von Weiterbildungsangeboten zu senken, ist daher nahe liegend. Internetgestütztes CSCL (Computer Supported Cooperative Learning) stellt einen solchen Ansatz dar. So können zum Beispiel bei virtuellen Seminaren die Reisekosten der Teilnehmer, die Reisezeit und die Seminarräume eingespart werden. Weiterhin besteht in internetgestützten Lernumgebungen die Möglichkeit, verteilte und asynchrone Lernsituationen zu schaffen, die in "klassischen" Seminaren nicht möglich sind. Gleichzeitig werden durch die Bereitstellung der technischen Infrastruktur und der möglicherweise notwendigen Aufbereitung von Materialien auch zusätzliche Kosten verursacht. Weiterhin ist zu beachten, dass Lernen am Computer per se nicht automatisch zu gleichen oder gar besseren Lernergebnissen im Vergleich zu "klassischen" Lernsituationen führt. Ergebnis der vorliegenden Arbeit ist ein Konzept zur Gestaltung einer internetgestützten kooperativen Lernumgebung. Durch die Berücksichtigung von Forschungsergebnissen aus Wirtschaftsinformatik, CSCW- und CSCL-Forschung, Pädagogik und Soziologie wird eine effektive und effiziente Wissensvermittlung sichergestellt und die oben genannten Risiken internetgestützter Lernumgebungen minimiert. Die Arbeit verfolgt einem anthropozentrischen Ansatz...

Online distributed leadership: A content analysis of interaction and teacher reflections on computer-supported learning

Gallego-Arrufat, Mar??a Jes??s; Guti??rrez-Santiuste, Elba; Campa??a-Jim??nez, Rafael Luis
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.89%
This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers lead this methodological change, that is, instructional leadership at the service of distributed leadership. The study analyses the online interaction and teachers??? reflections on the communication between teachers and students in the process of virtual teaching, specifically in post compulsory secondary education in Spain.

SubCollaboration: large-scale group management in collaborative learning

Pardo Sánchez, Abelardo; Delgado Kloos, Carlos
Fonte: John Wiley & Sons Publicador: John Wiley & Sons
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/article
Publicado em /04/2011 ENG
Relevância na Pesquisa
55.96%
Computer-supported collaborative learning is a paradigm that uses technology to support collaborative methods of instruction. When combining collaborative learning with the need to exchange documents between students and the teaching staff in a blended learning scenario, version control systems (VCSs) greatly simplify this collaboration. Furthermore, these tools need to be adopted in regular classes as they are used in industrial environments. But deploying a collaborative environment in which version control is used does not scale for large classes. This paper presents SubCollaboration, a platform that uses the VCS Subversion to manage a large number of work spaces in a collaborative learning environment. The tool maintains a reference workspace where teaching staff introduces new material that is then synchronized with the team repositories. Two case studies are presented showing that students easily learn the use of version control and its deployment in large classes is feasible.; This work was partially funded by the Learn3 project, ‘Plan Nacional de I+D+I TIN2008-05163/TSI’, the Best Practice Network ICOPER (Grant No. ECP-2007-EDU-417007), the Flexo Project ‘Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica’ (Ref. TSI-020301-2008-19)...

Technological support for the enactment of collaborative scripted learning activities across multiple spatial locations

Fuente Valentín, Luis de la; Pérez Sanagustín, Mar; Hernández-Leo, Davinia; Pardo Sánchez, Abelardo; Blat, Josep; Delgado Kloos, Carlos
Fonte: Elsevier Publicador: Elsevier
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/article
Publicado em /02/2014 ENG
Relevância na Pesquisa
45.96%
Computer Supported Collaborative Blended Learning (CSCBL) scripts are innovative practices that benefit from interactive devices to combine and coordinate activities occurring in different spatial locations. However, the adoption of CSCBL scripts is hindered by the difficulties in orchestration that they entail for practitioners. As observed in a concrete experiment, these orchestration problems include: adapting group formation according to students' actions in previous activities, supporting transitions between activities and artifacts across locations using diverse technologies, or displaying the appropriate tools to students depending on their group and assigned task. This paper describes the technological support designed to alleviate this complexity. The result is a Computer Supported Collaborative Blended Learning (CSCBL) script and its associated orchestration system that allows the replication of these practices at a minimum cost. The CSCBL script has been evaluated in a case study with 35 students and 5 teachers. Based on this orchestration system and the findings of the experiment, we also propose an architecture based on IMS Learning Design and Generic Service Integration in combination with other web based tools to support the enactment of other similar CSCBL scripts. The findings of this experiment offer interesting insights into the extend to which different technologies and multiple spaces can be combined for orchestrating integrated complex collaborative practices.; Work partially funded by the Learn3 project...

Accessibility evaluation of chats and forums in e-learning environments

Calvo, Rocío; Iglesias, Beatriz; Gil, Almudena; Iglesias, Ana
Fonte: CSREA Press Publicador: CSREA Press
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/conferenceObject; info:eu-repo/semantics/conferenceObject
Publicado em 22/07/2013 ENG
Relevância na Pesquisa
56.08%
Collaborative learning is useful for students in their learning process. Nowadays, most e-learning systems include Computer Supported Collaborative Learning (CSCL) tools like chats and forums; however, are they accessible for everybody? This paper presents a heuristic evaluation of accessibility of two CSCL tools (chat and forum) in four web-based, open-source Learning Content Management Systems (LCMS): Moodle, ATutor, dotLRN and Claroline. The evaluation results show that the CSCL tools evaluated present accessibility barriers which are a handicap for many students who want to use the LCMSs Moreover, some recommendations are offered in order to improve the accessibility of the evaluated tools. Considering these recommendations in the development of the evaluated tools, all students could participate actively in the collaborative tasks proposed by teachers; This research work has been supported by the Regional Government of Madrid under the Research Network MA2VICMR (S2009/TIC-1542) and by the Spanish Ministry of Economy under the project MULTIMEDICA (TIN2010-20644-C03-01); Proceedings of: 2013 International Conference on Frontiers in Education: Computer Science & Computer Engineering (FECS'13): WORLDCOMP'13, July 22-25, 2013, Las Vegas...

Discovering the Campus Together: a mobile and computer-based learning experience

Pérez Sanagustín, Mar; Ramírez González, Gustavo; Hernández-Leo, Davinia; Muñoz-Organero, Mario; Santos, Patricia; Blat, Josep; Delgado Kloos, Carlos
Fonte: Elsevier Publicador: Elsevier
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/article
Publicado em /01/2012 ENG
Relevância na Pesquisa
66.12%
One of the most relevant difficulties faced by first-year undergraduate students is to settle into the educational environment of universities. This paper presents a case study that proposes a computer-assisted collaborative experience designed to help students in their transition from high school to university. This is done by facilitating their first contact with the campus and its services, the university community, methodologies and activities. The experience combines individual and collaborative activities, conducted in and out of the classroom, structured following the Jigsaw Collaborative Learning Flow Pattern. A specific environment including portable technologies with network and computer applications has been developed to support and facilitate the orchestration of a flow of learning activities into a single integrated learning setting. The result is a Computer Supported Collaborative Blended Learning scenario that has been evaluated with first-year university students of the degrees of Software and Audiovisual Engineering within the subject Introduction to Information and Communications Technologies. The findings reveal that the scenario improves significantly students' interest in their studies and their understanding about the campus and services provided. The environment is also an innovative approach to successfully support the heterogeneous activities conducted by both teachers and students during the scenario. This paper introduces the goals and context of the case study...

Ein kommunikationspsychologisches Modell kooperativen Lernens. Studien zu Interaktion und Wissenserwerb in computergestützten Lerngruppen; Communicational Psychologie and Collaborative Learning: A Model. Studies of Interaction and Knowledge Acquisition in Computer-Supported Learning Groups.

Straub, Daniela
Fonte: Universität Tübingen Publicador: Universität Tübingen
Tipo: Dissertation; info:eu-repo/semantics/doctoralThesis
DE_DE
Relevância na Pesquisa
86.14%
Anlaß für diese Arbeit war, daß in computergestützten Diskussionen häufig isoliert stehende, nicht referenzierte Mitteilungen auftreten. Daher will sie zeigen, wann Interaktionen auftreten, wie sie sich gestalten und wie sie sich auf den Wissenserwerb auswirken. Dazu werden zunächst die Besonderheiten kooperativen Lernens herausgestellt. Da das zentrale Moment hierbei die Kommunikation ist, wird gezeigt wie durch sie ein gemeinsames Verständnis hergestellt wird. Dies wird in Verbindung mit den Eigenschaften computergestützter Kommunikation gebracht. Daraus resultiert ein kommunikationspsychologischen Modell kooperativen Lernens in computergestützten Lerngruppen. Die erste experimentelle Untersuchung überführt dieses in empirisch prüfbare Hypothesen. Anhand eines Kategoriensystem werden die Mitteilungen und die Interaktionen von insgesamt 26 Lerngruppen zu je 4 Personen untersucht. Die Ergebnisse zeigen die Möglichkeit, Interaktionen vorherzusagen. Ferner werden zwei Faktoren identifiziert, die sich positiv auf den Wissenserwerb auswirken. Beide sind abhängig davon, ob Wissen zwischen Teilnehmern der Lerngruppe geteilt wird. Deshalb vergleicht eine zweite Studie Gruppen, in welchen ein Teilnehmer immer Wissen mit einem anderen teilt...

Differenze di genere nel Computer Supported Collaborative Learning. An Equal Chance?

BARBUTO, FLORINDA
Fonte: La Sapienza Universidade de Roma Publicador: La Sapienza Universidade de Roma
Tipo: Tese de Doutorado
IT
Relevância na Pesquisa
55.94%
La rassegna e lo studio presentati in questo contributo hanno lo scopo di individuare i fattori da cui dipende l’efficacia dell’e-learning e, più in particolare, in quali condizioni gli ambienti formativi virtuali possono consentire il superamento delle differenze di genere osservate nell’utilizzo delle nuove tecnologie e i tradizionali pattern di dominanza maschile osservati nei contesti formativi faccia a faccia, con lo scopo ultimo di realizzare una parità di accesso ai vantaggi offerti dall’utilizzo delle ICT nel campo dell’istruzione.

The design of computer-supported collaborative learning environment in higher education

Gros, Begoña; Guerra, Vania; Sánchez, Javier
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 114713 bytes; application/pdf
EN
Relevância na Pesquisa
55.9%
The main goal of this article is to analyze the implications of computer supported collaborative learning in higher education. To achieve this goal, we will describe the situation of the current research in this field and will focus our attention on the issues relating to the design of the conditions to promote collaborative processes and knowledge building. In the second part of the article, we will concentrate on the analysis of the results that we have obtained with the use of the programme Knowledge Forum as a support during the collaborative process in higher education.

Promoting self-regulated learning in technology enhanced learning environments : keeping a digital track of the learning process

Ferreira, Paula Alexandra Nunes da Costa, 1976-
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Tese de Doutorado
Publicado em //2014 ENG
Relevância na Pesquisa
46.02%
Tese de doutoramento (co-tutela), Psicologia (Psicologia da Educação), Faculdade de Psicologia da Universidade de Lisboa, Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra, Technial University of Darmstadt, 2014; Learning autonomously and in a meaningful way is a challenge faced by students and teachers daily in all different types of learning environments. In an attempt to aid students during their learning process, teachers and researchers have made strong efforts to study and implement contemporary methodologies and pedagogical resources that will fit the differential needs of students. Thus, it has become increasingly imperative that academicians and practitioners work towards revising and updating ways of learning and teaching as regulation processes within new learning spaces where Self-regulated Learning (SRL) competencies may be developed. This investigation specifically, focused on understanding and providing insights on how learning could be meaningful and rewarding for students through the regulation of learning in contemporary learning environments. Thus, this investigation aimed to understand how students can learn and regulate their learning individually and collaboratively in a computer-supported learning environment. It also aimed to understand how diary tasks and digital traces could capture the learning processes and perceptions associated to the regulation of learning. The processes involved in the regulation of learning have been widely studied in the field of educational psychology with regards to the impact they have in terms of reflectiveness...

SAGRES : um sistema com apresentação adaptável de informações e suporte à interação em grupo; SAGRES, an adaptable information presentation and work group support interaction system

Bertoletti, Ana Carolina
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.03%
A grande quantidade de informações eletrônicas disponíveis, e a crescente modificação do público da Computação, devido, principalmente, à redução dos custos de equipamentos de informática e ao surgimento da rede Internet, acentuaram a necessidade do uso de ferramentas de consulta com acesso rápido e adaptado às características dos usuários. Adicionalmente, como conseqüência do surgimento da rede Internet e da crescente expansão das redes de computadores, estão sendo desenvolvidos, cada vez mais, sistemas de suporte ao trabalho em grupo, os quais são atualmente muito encontrados em ambientes de ensino, a fim de facilitar o processo de ensino-aprendizagem. Um exemplo de ambiente de ensino onde podemos perceber todos os fatores acima citados é o Museu de Ciências e Tecnologia da PUCRS (MCT). Este Museu possui um amplo conjunto de informações armazenadas em bases de dados, e o interesse do público pela consulta a tais bases vem crescendo de forma acentuada. Neste sentido, SAGRES - um sistema com apresentação adaptável de informações e suporte à interação em grupo é um ambiente construído sobre a Internet, o qual possibilita a apresentação das bases de dados do MCT de forma adaptada às características de um ou mais visitantes. De acordo com o nível de experiência...

Fostering of innovative usability testing to develop mobile application for mobile collaborative learning (MCL)

Elleithy, Khaled; Razaque, Abdul
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 13/10/2014
Relevância na Pesquisa
45.98%
Emergence of latest technologies has diverted the focus of people form Computer-Supported Collaborative Learning (CSCL) to mobile supported collaborative learning. MCL is highly demanded in educational organizations to substantiate the pedagogical activities. Some of the MCL supportive architectures including applications are introduced in several fields to improve the activities of those organizations, but they need more concise paradigm to support both types of collaboration: synchronous and asynchronous. This paper introduces the new preusability testing method that provides educational support and gives complete picture for developing new pedagogical group application for MCL. The feature of application includes asynchronous and synchronous collaboration support. To validate the features of application, we conduct the post usability testing and heuristic evaluation, which helps in collecting the empirical data to prove the effectiveness and suitability of Group application. Further, application aims to improve learning impact and educate people at anytime and anywhere.; Comment: 8 pages, 5 figures, ICGST-AIML Journal, Volume 12, Issue 1, July 2012

CSCR:Computer Supported Collaborative Research

Hinze-Hoare, Vita
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 09/11/2006
Relevância na Pesquisa
65.85%
It is suggested that a new area of CSCR (Computer Supported Collaborative Research) is distinguished from CSCW and CSCL and that the demarcation between the three areas could do with greater clarification and prescription.; Comment: 3 Pages, 2 figures

Computer Supported Collaborative Research

Hinze-Hoare, Vita
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 17/11/2007
Relevância na Pesquisa
55.97%
It is suggested that a new area of CSCR (Computer Supported Collaborative Research) is distinguished from CSCW (Computer Supported Collaborative Work) and CSCL (Computer Supported Collaborative Learning) and that the demarcation between the three areas could do with greater clarification and prescription. Although the areas of Human Computer Interaction (HCI), CSCW, and CSCL are now relatively well established, the related field of Computer Supported Collaborative Research (CSCR) is new and little understood. An analysis of the principles and issues behind CSCR is undertaken with a view to determining precisely its nature and scope and to delineate it clearly from CSCW and CSCL. This determination is such that it is generally applicable to the building, design and evaluation of collaborative research environments. A particular instance of the CSCR domain is then examined in order to determine the requirements of a collaborative research environment for students and supervisors (CRESS).

Estrategias de gestión temporal en las actividades colaborativas mediadas por ordenador. Análisis cualitativo de los episodios estratégicos

Monereo i Font, Carles,; Romero, Margarida
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2007 SPA
Relevância na Pesquisa
45.97%
El aprendizaje durante toda la vida y el desarrollo de propuestas de formación a distancia basadas en dispositivos informáticos, ha permitido desarrollar el Aprendizaje Colaborativo Mediado por Ordenador (ACMO). En este contexto de aprendizaje, espacio y tiempo se convierten en dimensiones flexibles, lo que exige del estudiante una gran capacidad de autorregulación, sin la cual las posibilidades de éxito disminuirán. En este trabajo, proponemos una metodología de evaluación de la regulación colaborativa integrada a la tarea (online) y basada en la observación de Episodios Estratégicos de Gestión Temporal (EEGT). Mediante esta metodología hemos observado el modo en el que los estudiantes planifican y regulan una actividad síncrona de tipo Chat, con el objetivo de identificar las estrategias de autorregulación utilizadas a lo largo de una tarea colaborativa de carácter auténtico. Al final, planteamos una prueba de conocimientos independiente, posterior a la tarea (offline), para comprobar la relación existente entre autoregulación y calidad del aprendizaje obtenido; During the last years, lifelong learning policies and distance learning possibilities are constanly growing, which allow to develop Computer Supported Collaborative Learning. In distance learning...