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Meaning Processes mediated through a Protagonists' Collaborative Learning Platform.

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Title: Meaning Processes mediated through a Protagonists' Collaborative Learning Platform.
Alternate Title: Procesos de significación mediados por una plataforma de aprendizaje colaborativo desde los protagonistas.
Authors: Arancibia, Marcelo1 marceloarancibia@uach.cl, Oliva, Iván1 ivanoliva@uach.cl, Paiva, Francisco2 pancho.paiva@gmail.com
Source: Comunicar. ene2014, Vol. 21 Issue 42, p75-85. 11p. 2 Diagrams, 1 Chart, 2 Graphs.
Subject Terms: *Collaborative learning, *Educational cooperation, *World Wide Web, *Social networks, Web 2.0
Abstract (English): The use of Information and Communication Technologies (ICT) in the classroom requires the creation of contextualized proposals which foster in students collaboration and the use of resources to hand. This paper shows the results obtained in the analysis of the signification process which teachers and students have built through their participation in a project implementing collaborative didactic designs using ICT, in particular social networking. Focus groups were formed with 102 students and interviews with 21 teachers took place in two stages (pre- and post-), and they participated in 21 learning experiences developed at 12 schools in southern Chile. Main results reveal a positive assessment of the experience related to the motivational effects of the use of ICT and social networking among students; a considerable change in the didactic interaction inside the classroom; an interest in the possibility of collaborating with students from different contexts and from different regions; a lack of knowledge of the Web 2.0 resources available on the part of teachers, and some negative considerations on the inappropriate use of the Internet. In conclusion, the meaning-creation process of the protagonists enabled this study to gain relevant qualitative information related to didactic, technological and logistic factors in the development of learning experiences through a virtual learning platform. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El uso de tecnologías de la comunicación (TIC) en el aula escolar requiere la creación de propuestas contextualizadas que fomenten la colaboración y el uso de recursos cercanos a los estudiantes. El presente artículo muestra los resultados asociados a los procesos de significación, que profesores y estudiantes construyeron desde su participación en un proyecto en el que se implementaron diseños didácticos colaborativos con uso de TIC, en particular de redes sociales. Se efectuaron grupos focales con 102 estudiantes y entrevistas en profundidad a 21 profesores, en dos momentos (pre y post), quienes participaron de 21 experiencias didácticas ejecutadas en 12 colegios en el sur austral de Chile. Los principales resultados revelan que existe una alta valoración de la experiencia vinculada principalmente a los efectos motivadores que provocan las tecnologías y redes sociales en los estudiantes, el cambio en la interacción didáctica al interior de las aulas, el interés ante la posibilidad de colaborar con estudiantes de otros contextos escolares geográficamente distantes, el desconocimiento, por parte de profesores, de los recursos de la Web 2.0 y aprensiones ante el uso indebido de los recursos que provee Internet. En conclusión, la investigación permitió levantar desde los procesos de significación de sus protagonistas, información cualitativa relevante en torno a las implicancias didácticas, tecnológicas y logísticas de la ejecución de experiencias de aprendizaje colaborativo mediadas por una plataforma virtual de aprendizaje. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The use of Information and Communication Technologies (ICT) in the classroom requires the creation of contextualized proposals which foster in students collaboration and the use of resources to hand. This paper shows the results obtained in the analysis of the signification process which teachers and students have built through their participation in a project implementing collaborative didactic designs using ICT, in particular social networking. Focus groups were formed with 102 students and interviews with 21 teachers took place in two stages (pre- and post-), and they participated in 21 learning experiences developed at 12 schools in southern Chile. Main results reveal a positive assessment of the experience related to the motivational effects of the use of ICT and social networking among students; a considerable change in the didactic interaction inside the classroom; an interest in the possibility of collaborating with students from different contexts and from different regions; a lack of knowledge of the Web 2.0 resources available on the part of teachers, and some negative considerations on the inappropriate use of the Internet. In conclusion, the meaning-creation process of the protagonists enabled this study to gain relevant qualitative information related to didactic, technological and logistic factors in the development of learning experiences through a virtual learning platform. [ABSTRACT FROM AUTHOR]
ISSN:11343478
DOI:10.3916/C42-2014-07