Online collaborative work as a teaching tool in Higher Education Spaces (EHEs). Student perception in Early Childhood Education and Primary Education degrees
DOI:
https://doi.org/10.1344/RIDU2020.12.9Keywords:
Collaborative work, Higher education, Online education, Didactic strategy, Student, Qualitative methodologyAbstract
This article presents the partial results obtained during the development of a research project carried out in a private university, located in Northern Spain. The general purpose of the research was to know the perception of the students of the Grades early childhood and Primary Education on the organizational processes established during the development of online collaborative work. The methodology used was qualitative. Data collection was carried out through the administration of structured interviews. The analysis of the results was structured in three main areas of content: 1) collaborative work as a didactic tool; 2) benefits and disadvantages of collaborative work; and 3) proposals for improvement. Among the main conclusions reached, it is worth highlighting that this type of task represents a first approximation to the teaching professional future of students in training, which also implies the establishment of support networks for learning, as well as the fact that the lack of involvement and face-to-face communication hinders the competency development pursued with this pedagogical tool. Proposals for improvement include the creation of communication channels that favour synchrony, the establishment of anonymous co-evaluation proposals among students and the creation of a group commitment document.
References
Álvarez, A. (2011) Análisis de la motivación en un contexto 2.0 de trabajo colaborativo. Revista de Comunicación Vivat Academia, 117, pp. 958-969.
Biasutti, M., EL-Deghaidy, H. (2015) Interdisciplinary project-based learning: an online wiki experience in teacher education. Technology, Pedagogy and Education, 24(3), pp. 339-355.
Brindley, J.E., Walti, C., Blaschke, L.M. (2009) Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), pp. 1-18.
Bruffee, K.A. (1999) Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Johns Hopkins University Press, Baltimore, MD.
Carrió, M.L. (2007) Ventajas del uso de la tecnología en el aprendizaje colaborativo. Revista Iberoamericana de Educación, 41(4), pp. 1-10.
Chang, B., Kang, H. (2016) Challenges facing group work online. Distance Education, 37(1), pp. 73-88.
Comas, M.A. (2013) The EHEA, European identity and competitiveness: Fundamental principles and interpretation of the principal authorities. Revista de Docencia Universitaria, 11(1), pp. 243-263.
Cotán, A. (2016) ¿Un entorno que discapacita? Principales barreras de transporte e infraestructura identificadas en la historia de vida de Rafa. Kultur, 3(6), pp. 195-214.
Crosier, D., Purser, L., Smidt, H. (2007) Trends V: Universities shaping the European Higher Education Area. Recuperado de: https://bit.ly/2BM8vbT
De Hei, M., Admiraal, W., Sjoer, E., Strijbos, J.W. (2018) Group learning activities and perceived learning outcomes. Studies in Higher Education, 43(12), pp. 2354-2370.
Domínguez, G., Llorente, M.C. (2009) La educación social y la web 2.0: Nuevos espacios de innovación e interacción social en el Espacio Europeo de Educación Superior. Pixel-Bit. Revista de Medios y Educación, 35, pp. 105-114.
Duţăa, N., Martínez-Rivera, O. (2015) Between Theory and Practice: The Importance of ICT in Higher Education as a Tool for Collaborative Learning. Social and Behavioral Sciences, 180, pp. 1466-1473.
Fernández, M., Valverde, J. (2014) Comunidades de práctica: un modelo de intervención desde el aprendizaje colaborativo en entornos virtuales. Revista Comunicar, 42, pp. 97‐105.
Gámiz-Sánchez, V.M. (2017) ICT-based Active Methodologies. Procedia - Social and Behavioral Sciences, 237, pp. 606-612.
García, A., Gómez, V. (2015) Evaluación de una experiencia de aprendizaje colaborativo con tic desarrollada en un centro de educación primaria. EDUTEC. Revista Electrónica de Tecnología Educativa, 51, pp. 1-12.
García, E.G., Pérez, L.M., Veiga, E. C. (2017) Las competencias del profesor en el Espacio Europeo de Educación Superior. Psicología Argumento, 25(50), pp. 239-257.
Garcia, L.M., Roblin, N.P. (2007) Innovation, research and professional development in higher education: learning from our own experience. Teaching and teacher education, 24(1), pp. 104-116.
Gavotto, O., Glasserman, L., Monge, P., Castellanos, L. (2015) La Cohesión del Colectivo, como Factor Clave para el Trabajo Colaborativo en Educación Básica. Revista Iberoamericana de Evaluación Educativa, 8(2), pp. 171-185.
Goetz J.P., LeCompte, M.D. (1988) Etnografía y diseño cualitativo en investigación cualitativa. Morata, Madrid.
González-Pérez, A. (2015) Claves pedagógicas para la mejora de la calidad del EEES. Educatio Siglo XXI, 33(1), pp. 259-276.
Gutiérrez-Porlán, I., Román-García, M., Sánchez-Vera, M. (2018) Estrategias para la comunicación y el trabajo colaborativo en red de los estudiantes universitarios. Revista Comunicar, 54, pp. 91-100.
Hathorn, L.G., Ingram, A.L. (2002) Online collaboration: Making it work. Educational Technology, 42, pp. 33-40.
Howe, C., Mercer, N. (2007) Children’s social development, peer interaction and classroom learning (Research Survey 2/1b). Recuperado http://image.guardian.co.uk/sys-files/Education/documents/2007/12/14/learning.pdf.
Kirschner, P. (2001) Using Integrated Electronic Environments for Collaborative Teaching/Learning. Research Dialogue in Learning and Instruction, 2(1), pp. 1‐9.
Klemenčič, M. (2019) 20 Years of the Bologna Process in a Global Setting: the external dimension of the Bologna Process revisited. European Journal of Higher Education, 9(1), pp. 2-6.
Koivuniemi, M., Järvenoja, H., Järvelä, S. (2018) Teacher education students’ strategic activities in challenging collaborative learning situations. Learning, Culture and Social Interaction, 19, pp. 109-123.
Kwon, K., Song, D., Sari, A.R., Khikmatillaeva, U. (2019) Different Types of Collaborative Problem-Solving Processes in an Online Environment: Solution Oriented Versus Problem Oriented. Journal of Educational Computing Research, 56(8), pp. 1277-1295.
Laurillard, D. (2012) Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge, London.
Löfström, E., Nevgi, A. (2007) University teaching staff as learners of the pedagogical use of ICT. Seminar.net, 3(1), pp. 1-18.
Marín, V.I., Asensio-Pérez, J.I., Villagrá-Sobrino, S., Hernández-Leo, D., García-Sastre, S. (2018) Supporting online collaborative design for teacher professional development. Technology, Pedagogy and Education, 27(5), pp. 571-587.
Martín-Retortillo, L. (1989) Carta magna de las Universidades europeas. Revista de Administración Pública, 118, pp. 469-473.
McConnell, D. (2000) Implementing computer supported cooperative learning (2nd ed.). Kogan Page, London.
Miles, M.B., Huberman, A.M. (1994) Qualitative data analysis. Beberli Hills, CA: Sage Publications.
Morgan, K., Williams, K.C., Cameron, B.A., Wade, C.E. (2014) Faculty perceptions of online group work. The Quarterly Review of Distance Education, 15, pp. 37-41.
Oosterlinck, A. (2013) Accountability, the Magna Charta Universitatum and the Bologna Declaration. Volume compilation, pp. 41-52, Porland Press Limited.
Palomares, A., Cebrián, A., García, R. (2018) Integración de herramientas TIC de la Web 2.0 en el campus virtual universitario de la UCLM. (Estudio inter-sujetos). REXE: Revista de Estudios y Experiencias en Educación, Nº. Extra 3, pp. 103-113.
Patton, M.Q. (1987) How to use qualitative methods in evaluation. Sage Publications, Universitat de Michigan.
Pereyra, M.A., Luzón, A., Sevilla, M. (2006) Las universidades españolas y el proceso de construcción del espacio europeo de educación superior. Limitaciones y perspectivas de cambio. Revista española de Educación comparada, 12, pp. 113-143.
Piezon, S.L. (2008) Perceptions of social loafing in online learning groups: A study of public university and U.S. naval war college students. International Review of Research in Open and Distributed Learning, 9(2), pp. 1-17.
Power, E.J., Handley, J. (2019) A best-practice model for integrating interdisciplinarity into the higher education student experience. Studies in Higher Education, 44(3), pp. 554-570.
Pujadas, J.J. (1992) El método biográfico. El uso de las historias de vida en Ciencias Sociales. Centro de Investigaciones Sociológicas, Madrid.
Roberts, T.S., McInnerney, J.M. (2007) Seven problems of online group learning (and their solutions). Journal of Educational Technology and Society, 10, pp. 257-268.
Roschelle, J. (2013) Special Issue on CSCL: Discussion. Educational Psychologist, 48, pp. 67-70.
Roura-Redondo, M., Camarero, L., Osuna-Acedo, S. (2018) La evaluación para aprender (EpA) y el empoderamiento de los estudiantes. En: J. Rodríguez Terceño (coord.), Investigando en Comunicación e Investigando en Docencia (pp. 411-423) Tecnos, Madrid.
Sailin, S., Mahmor, N.A. (2018) Improving student teachers' digital pedagogy through meaningful learning activities. Malaysian Journal of Learning and Instruction, 15(2), pp. 143-173.
Sanz, F.S. (2009) El Espacio Europeo de Educación Superior: documentos para una (o varias) teorías de la educación. Teoría De La Educación, 17(17), pp. 255-285.
Serrano Pastor, R.M., Casanova López, O. (2018) Recursos tecnológicos y educativos destinados al enfoque pedagógico Flipped Learning. REDU. Revista de Docencia Universitaria, 16(1), pp. 155-173.
Smith, R.O. (2005) Working with difference in online collaborative groups. Adult Education Quarterly, 55, pp. 182-199.
Smith, R.O., Dirkx, J.M. (2007) Using consensus groups in online learning. New Directions for Adult and Continuing Education, 113, pp. 25-35.
Straus, S.G., McGrath, J.E. (1994) Does the medium matter? The interaction of task type and technology on group performance and member reactions. Journal of Applied Psychology, 79, pp. 87-97.
Teräs, H. (2016) Collaborative online professional development for teachers in higher education. Professional Development in Education, 42(2), pp. 258-275.
The European Higher Education Area (1999) The Bologna Declaration. Recuperado de: https://bit.ly/2tvPfun
Voogt, J., Laferrière, T., Breuleux, A., Itow, R.C., Hickey, D.T., McKenney, S. (2015) Collaborative design as a form of professional development. Instructional Science, 43, pp. 259-282.
Yanacón, D., Costaguta, R., Menini, Mª.A. (2018) Indicadores colaborativos individuales y grupales para Moodle. Campus Virtuales, 7(1), pp. 125-139.
Zahavi, H., Friedman, Z. (2019) The Bologna Process: an international higher education regime. European Journal of Higher Education, 9(1), pp. 23-39.
Zambrana, L.A., Manzano, V. (2004) ¿Hacia dónde camina la Universidad? Reflexiones acerca del EEES. Revista Interuniversitaria de Formación del Profesorado, 18(3), pp. 269-276.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Revista d'Innovació Docent Universitària
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors whishing to publish in this journal agree to the following conditions:
- The author or author retain copyright and grants the journal the right of first publication of the paper.
- The texts will be published under license "Reconocimiento Creative Commons 4.0 España", which allows to share, distribute, reproduce and the public communication of the paper, as long as the name of the author or authors and the journal are clearly stated.
