COLLABORATIVE LEARNING IN VIRTUAL CONTEXTS: A READING FROM THE CONCEPTIONS OF UNIVERSITY STUDENTS.
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| Title: | COLLABORATIVE LEARNING IN VIRTUAL CONTEXTS: A READING FROM THE CONCEPTIONS OF UNIVERSITY STUDENTS. |
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| Authors: | Gamboa-Suárez, Audin Aloiso1 audingamboa@ufps.edu.co, Núñez, Raúl Prada1 raulprada@ufps.edu.co, Avendaño-Castro, William Rodrigo1 williamavendano@ufps.edu.co |
| Source: | Journal of Language & Linguistics Studies. 2022, Vol. 18 Issue 1, p895-908. 14p. |
| Subject Terms: | *Collaborative learning, *Digital learning, *Technology education, Digital technology, Social action |
| Abstract (English): | Digital technologies require an innovative approach that expands their action towards social interaction and adapts to the changes in the new roles of education that demand collaborative learning. This text shows the results of a study that aims to identify the conceptions of university students about collaborative learning supported by digital technologies. The research paradigm is framed in the quantitative - descriptive transversal approach following a field design, with a sample of 200 students chosen in a non-probabilistic way. The results show that with the development of group activities, students improved their technological competences becoming managers of their own qualification thanks to the interaction with their peers and the recognition of the application of their competences in the solution of daily problems. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Las tecnologías digitales requieren de una mirada innovadora que amplíe su accionar hacia una interacción social y que estas se adapten a los cambios en los nuevos roles de la educación que demanda un aprendizaje colaborativo. El presente texto muestra los resultados de un estudio que buscó identificar las concepciones que tienen estudiantes universitarios sobre el aprendizaje colaborativo apoyado en tecnologías digitales. El paradigma de investigación se enmarca en el enfoque cuantitativo - descriptivo transversal siguiendo un diseño de campo, con una muestra de 200 estudiantes elegida de forma no probabilística. Los resultados demuestran que, con el desarrollo de las actividades grupales, los estudiantes potenciaron sus competencias tecnológicas haciéndolos gestores de su propia cualificación gracias a la interacción con sus compañeros de trabajo y al reconocimiento de la aplicación de sus competencias en la solución de problemas cotidianos. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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