The virtual portfolio and its relevancy at collaborative work
This article presents the results of a research work; whose objective was to measure the implementation effects of the teaching strategy named Portfolio in the collaborative assignments of an Introduction to Programming virtual course. The research was addressed with a quantitative approach in a qua...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Colombia |
| Recursos: | Universidad Industrial de Santander |
| Repositorio: | Repositorio UIS |
| Idioma: | español |
| OAI Identifier: | oai:noesis.uis.edu.co:20.500.14071/6193 |
| Acesso em linha: | https://revistas.uis.edu.co/index.php/revistadocencia/article/view/9308 https://noesis.uis.edu.co/handle/20.500.14071/6193 |
| Access Level: | acceso abierto |
| Palavra-chave: | learning, academic course learning strategy virtual portfolio collaborative work aprendizaje curso académico estrategia de aprendizaje portafolio virtual trabajo colaborativo |
| Resumo: | This article presents the results of a research work; whose objective was to measure the implementation effects of the teaching strategy named Portfolio in the collaborative assignments of an Introduction to Programming virtual course. The research was addressed with a quantitative approach in a quasi-experimental design, where there were contrasted the virtual collaborative assignments’ development of two groups of students. In order to do the analytical process, the contributions were classified into conceptual, socio-emotional and task management. It was also considered the final work handed by each small collaborative group, checking over aspects like the usage of concepts, the compilation of the programs and the explanatory comments in the codes. From the analysis of results, it is concluded that the use of the virtual portfolio promotes a greater amount of structured results, which improves the quality of the virtual collaborative work and thus, facilitates the development of skills of analysis, relation and synthesis by the students. We recommend using the Portfolio as long as its design and implementation can be adapted to different needs and enhances peer-to-peer cognitive interaction. |
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