Roles del docente universitario en procesos de aprendizaje colaborativo en entornos virtuales

  1. Núria Hernández-Sellés 1
  2. Pablo-César Muñoz-Carril 2
  3. Mercedes González-Sanmamed 3
  1. 1 Centro Superior de Estudios Universitarios La Salle (España)
  2. 2 Universidad de Santiago de Compostela (España)
  3. 3 Universidad de A Coruña (España)
Mostrar afiliacións +
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Ano de publicación: 2023

Título do exemplar: Competencias y metodologías innovadoras para la educación digital

Volume: 26

Número: 1

Páxinas: 39-58

Tipo: Artigo

DOI: 10.5944/RIED.26.1.34031 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: RIED: revista iberoamericana de educación a distancia

Resumo

Higher education institutions face the permanent commitment to train and accompany teachers in a markedly digital context that implies continuous cultural adaptation and a commitment to innovation in teaching processes. Collaborative work constitutes a consolidated presence in virtual classrooms that still constitutes a great challenge to teachers and students. This article presents a study regarding the tasks and teaching roles in collaborative work in virtual environments, identifying its typology and their relevance, conferred by students. The research was carried out with 104 students in 5 undergraduate subjects that developed online collaborative work. The study used a quantitative approach based on the survey method with descriptive and multivariate analyses. Students have rated as very important each of the teaching tasks proposed for the development of collaborative work, highlighting those with a social and personal component. The results obtained have led to identify a total of seven key roles that a university teacher should develop when implementing online collaborative work: pedagogical, assessor, social, technological, facilitator/mediator, organizer/manager and personal. Although not all reached the same ratings, the high scores obtained outstand the need for specific teacher training to assume the demands of online teaching and, more specifically, to face the implementation of collaborative learning proposals in virtual environments

Referencias bibliográficas

  • Arancibia Muñoz, M. L., Valdivia Zamorano, I., Araneda Riveros, S. M., y Cabero-Almenara, J. (2017). Tipologías para la Innovación tecnológica en Docentes de Educación Superior a partir de un análisis de conglomerados: un estudio exploratorio. Revista de Educación a Distancia, 17(55). https://doi.org/10.6018/red/55/5
  • Balderas, A., Palomo-Duarte, M., Dodero, J. M., Ibarra-Saiz, M. S., y Rodríguez-Gómez, G. (2018) Scalable authentic Assessment of collaborative work assignments in wikis. International Journal of Educational Technology in Higher Education, 15(40). https://doi.org/10.1186/s41239-018-0122-1
  • Bodemer, D., Janssen, J., y Schnaubert, L. (2018). Group awareness tools for computer-supported collaborative learning. En F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, y P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 351-358). Routledge/Taylor & Francis. https://doi.org/10.4324/9781315617572-34
  • Borge, M., Ong, Y. S., y Rosé, C. P. (2018). Learning to monitor and regulate collective thinking processes. IJCSCL, 13(1), 61–92. https://doi.org/10.1007/s11412-018-9270-5
  • Brown, M., McCormack, M., Reeves, J. Brooks, C., y Grajek, S. (2020). 2020 EDUCAUSE Horizon Report, Teaching and Learning Edition, EDUCAUSE, 2020.
  • da Silva, K. K. A., y Behar, P. A. (2021). Modelos Pedagógicos Baseados em Competências Digitais na Educação a Distância: Revisão e Análise Teórica Nacional e Internacional. EaD Em Foco, 11(1). https://doi.org/10.18264/eadf.v11i1.1423
  • Darling-Hammond, L., y Hyler, M. (2020). Preparing educators for the time of COVID… and beyond. European Journal of Teacher Education, 43(4), 457-465. https://doi.org/10.1080/02619768.2020.1816961
  • Everitt, B., Landau, S., Leesse, M., y Stahl, D. (2011). Cluster Analysis. Wiley. https://doi.org/10.1002/9780470977811
  • González-Sanmamed, M., Muñoz-Carril, P.C., y Sangrà, A. (2017). We can, we know how. But do we want to? Teaching attitudes toward ICT based on the level of integration of technology in the schools. Technology, Pedagogy and Education, 26(5), 633-647. https://doi.org/10.1080/1475939X.2017.1313775
  • González-Sanmamed, M., Estévez, I., Souto-Seijo, A., y Muñoz-Carril, P. C. (2020). Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario; digital learning ecologies and professional development of university professors. Revista Comunicar, 28(62), 9-18. https://doi.org/10.3916/C62-2020-01
  • Hai-Jew, S. (2020). Online Survey Design and Data Analytics: Emerging Research and Opportunities. IGI Global. https://doi.org/10.4018/978-1-5225-8563-3
  • Hederich-Martínez, C., Carmago-Uribe, A., y Hernández-Valvuena, C. (2022). Patrones de aprendizaje del profesorado colombiano en formación. Estudios sobre Educación, 42, 195-215. https://doi.org/10.15581/004.42.009
  • Hernández, N., González, M., y Muñoz, P. C. (2014). La planificación del aprendizaje colaborativo en entornos virtuales. Revista Comunicar, 42, 25-33. https://doi.org/10.3916/C42-2014-02
  • Hernández, N., Muñoz, P. C., y González, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers & Education, 138, 1-12. https://doi.org/10.1016/j.compedu.2019.04.012
  • Hernández-Sellés, N., Muñoz-Carril, P. C., y González-Sanmamed, M. (2020). Interaction in computer supported collaborative learning: an analysis of the implementation phase. Int J Educ Technol High Educ, 17, 23. https://doi.org/10.1186/s41239-020-00202-5
  • Hernández-Sellés, N. (2021). Herramientas que facilitan el aprendizaje colaborativo en entornos virtuales: nuevas oportunidades para el desarrollo de las ecologías digitales de aprendizaje. Educatio Siglo XXI, 39(2), 81-100. https://doi.org/10.6018/educatio.465741
  • Hong, H. Y., Lin, P. Y., Chai, C. S., Hung, G. T., y Zhang, Y. (2019). Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities. Computers & Education, 130, 105-120. https://doi.org/10.1016/j.compedu.2018.12.001
  • Johnston, B., MacNeill, S., y Smyth, K. (2018). Conceptualising the Digital University: The Intersection of Policy, Pedagogy and Practice. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-99160-3
  • Kaendler, C., Wiedmann, M., Rummel, N., y Spada, H. (2015). Teacher Competences for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review. Educational Psychology Review, 27, 505-536. https://doi.org/10.1007/s10648-014-9288-9
  • Kwon, K., Liu, Y., y Johnson, L. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative Learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185-200. https://doi.org/10.1016/j.compedu.2014.06.004
  • Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., y Tomás-Marco, I. (2014). El Análisis Factorial Exploratorio de los Ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
  • Martin, F., Kumar, S., y She, L. (2021). Examining higher education instructor perceptions of roles and competencies in online teaching. Online Learning, 25(4), 187-215. https://doi.org/10.24059/olj.v25i4.2570
  • Mishra, P., y Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., y Vallespín-Arán M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41-52. https://doi.org/10.1016/j.compedu.2018.04.012
  • Muñoz-Carril, P. C., González-Sanmamed, M., y Hernández-Sellés, N. (2013). Pedagogical Roles and ‎Competencies of University Teachers Practicing in the E-learning Environment. The International Review of Research in Open and Distance Learning, 14(3), 462-487.‎ https://doi.org/10.19173/irrodl.v14i3.1477
  • Noguera, I., Guerrero-Roldán, A.E., y Masó, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers & Education, 116, 110-123. https://doi.org/10.1016/j.compedu.2017.09.008
  • Pelletier, K., Brown, M., Brooks, C., McCormack, M., Reeves, J., y Arbino, N. (2021). EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE, 2021.
  • Pelletier, K., McCormack, M., Reeves, J., Robert, J., y Arbino, N. (2022). EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE, 2022.
  • Prieto, L. P., Sharma, K., Kidzinski, Ł., y Dillenbourg, P. (2018). Orchestration load indicators and patterns:In-the-wild studies using mobile eye-tracking. IEEE Transactions on Learning Technologies, 11(2), 216-229. https://doi.org/10.1109/TLT.2017.2690687
  • Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
  • Sangrá, A., y Cleveland-Innes, M. (2021). Leadership in a Mex Era of Higher Distance Education. En M. Claveland-Innes, y R. Garrison (Eds.), An Introduction to Distance Education. 2ª Edition. 149-167. Routledge. https://doi.org/10.4324/9781315166896-12
  • Schnaubert, L., y Vogel, F. (2022). Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17, 1-10. https://doi.org/10.1007/s11412-022-09367-9
  • Stigler, J. W., y Miller, K. F. (2018). Expertise and expert performance in teaching. En K. A. Ericsson, R. R. Hoffman, A. Kozbelt, y A. M. Williams (Eds.), The Cambridge handbook of expertise and expert performance. 2ª Edition. 431-452. Cambridge University Press. https://doi.org/10.1017/9781316480748.024
  • Van Dijk, E. E., Van Tartwijk, J., Van der Schaaf, M. F., y Kluijtmans, M. (2020). What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education. Educational Research Review, 31, 1-16. https://doi.org/10.1016/j.edurev.2020.100365
  • Vauras, M., Volet, S., y Nolen, S. (2019). Supporting motivation in collaborative learning: Challenges in the face of an uncertain future. En E. Gonida y M. Lemos (Eds.), Motivation in education at a time of global change: Theory, research, and implications for practice. Emerald. https://doi.org/10.1108/S0749-742320190000020012
  • Vilà-Baños, R., Rubio-Hurtado, M. J., Berlanga-Silvente, V., y Torrado-Fonseca, M. (2014). Cómo aplicar un clúster jerárquico en SPSS. Revista d’Innovació i Recerca en Educació, 7(1), 113-127. https://doi.org/10.1344/reire2014.7.1717
Fonte de datos: Dialnet