Analysing Students' Perspectives on a Collaborative Class Diary
This dissertation aims at testing the use of a tool which was specially designed for this study but that can be used in a wide range of learning contexts: the collaborative class diary. The collaborative class diary is a space for learners and teachers to write down important information and new ide...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:249556 |
| Acceso en línea: | https://ddd.uab.cat/record/249556 |
| Access Level: | acceso abierto |
| Palabra clave: | Collaborative class diary Universal design for learning Collaborative learning Learner autonomy Scaffolding Diari d'aula col·laboratiu Disseny universal per a l'aprenentatge Aprenentatge col·laboratiu Autonomia de l'alumne Teoria de la bastida |
| Sumario: | This dissertation aims at testing the use of a tool which was specially designed for this study but that can be used in a wide range of learning contexts: the collaborative class diary. The collaborative class diary is a space for learners and teachers to write down important information and new ideas at the end of each lesson using Google Jamboard. In the teaching unit presented in this dissertation, the collective class diary was relevant since it provided students with all the language and content needed to complete the final task. This tool has been analysed from the students' perspective by assessing its use, the students' opinion on the tool and the students' awareness of three relevant features: scaffolding, collaboration and learner autonomy. To do so, data has been gathered from two groups of EFL learners in a Catalan public high school. This work is consistent with previous studies that also determine a positive effect of peer-peer scaffolding. |
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