16 SES 04.5 PS, General Poster Session
General Poster Session
Computer-mediated collaborative learning (CSCL) is a constructivist theory that defends social the nature of learning. Collaborative learning is usually defined as a situation in which particular forms of interaction are expected to occur that generate significant advancement of shared ideas in a group or community (Gutiérrez-Braojos, & Salmeron, 2015). Actually, CSCL is one of the approach most frequently used in education. CSCL is concerned about extending face-to-face learning to online collaborative learning. In others words, CSCL focuses on studying how people learn together in online collaborative learning, and also the connection with face-to-face learning (Stahl, Koschman, & Suther, 2006). Thus, technological tools are used to increase opportunities for collaboration and learning. However, from this approach in b-learning environments, few studies have analyzed the impact of face-to-face learning environments have on the activities of students in Online collaborative learning environments.
This study is part of a bigger project which purposes is understand effects of different instructional strategies during face-to-face environment (collaborative, cooperative-intragroup and competitive intergroup; and individualistic goal structures) on achievement in Online collaborative environment. Concretely, in this study we only analyzed differential effects of two conditions (collaborative groups without competition between groups vs. collaborative groups with competition between groups) on complex cognitive of contributions of students during their activity in On-line collaborative learning environment. Results of the studies about competitive and collaborative learning are controversial. Some studies suggest that combining cooperation and competition generates greater benefits in learning that collaborative learning on motivation and academic achievement (e.g. Plass et al., 2013); Other studies indicate that it is probable that sociocognitive conflict will be regulated in a relational way when students participate in competitive learning environments decreasing motivation and academic achievement (e.g. Darnon, Butera, and Mugny, 2009). In other words we are wondering what the teacher’s performance would be in a virtual environment according to these conditions.
Thus, we consider that study could show up relevant insights about how increase participation and improve achievement of students in a Blending learning environment.
Boulay, R., & van Raalte, L. (2014). Impacting the Science Community through Teacher Development: Utilizing Virtual Learning. International Journal ofTechnology, Knowledge and Society, 9(4), 13–24. Dillenbourg P. (1999) What do yuo mean by collaborative leraning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier Mugny, G., Butera, F., Quiamzade, A., Dragulescu, A., & Tomei, A. (2003). Comparaisons sociales des compe´tences et dynamiques d’influence sociale dans les taˆches d’aptitudes [Social comparison of competences and social influence dynamics in aptitude tasks]. L’Anne´e Psychologique, 104, 469–496. Gutiérrez-Braojos, C. & Salmeron, H. (2015). Exploring collective cognitive responsibility and its effects on students’ impact in a knowledge building community. INfancia y Aprendizaje, 38(2) 327-367. Mugny, G., De Paolis, P., & Carugati, F. (1984). Social regulations in cognitive development. In W. Doise & A. Palmonari (Eds.), Social interaction in individual development (pp. 127–146). Cambridge, England: Cambridge University Press. Mugny, G., Le´vy, M., & Doise, W. (1978). Conflit socio-cognitif et de´veloppement cognitif [Socio-cognitive conflict and cognitive development]. Revue Suisse de Psychologie, 37, 22–43. Mugny, G., Tafani, E., Butera, F., & Pigie`re, D. (1999). Contrainte et de´pendance informationnelles: Influence sociale sur la repre´sentation du groupe d’amis ide´al [Informational constraint and dependence: Soial influence on the representation of the ideal group of friends]. Connexions, 72, 55–72. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426). Cambridge, UK: Cambridge University Press.
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