University students' interactions using scaffolds in two different virtual forums
This research is based on collaborative learning processes using scaffolds. Specifically, we aim to ascertain whether there are any significant differences in students' results after following the same learning instructions for participating in a virtual forum in two different subjects. We also...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/65395 |
| Acceso en línea: | https://doi.org/10.1504/IJLT.2016.077523 http://hdl.handle.net/10459.1/65395 |
| Access Level: | acceso abierto |
| Palabra clave: | Virtual forums Student interactions Graphs Scaffolds Learning instructions |
| Sumario: | This research is based on collaborative learning processes using scaffolds. Specifically, we aim to ascertain whether there are any significant differences in students' results after following the same learning instructions for participating in a virtual forum in two different subjects. We also aim to analyse the mediator's role, the use of scaffolds, and if students have followed real metacognitive processes. A total of 104 university students were involved. The main findings of our study emphasise the importance of well-designed learning instructions for participating in a virtual forum, which could be applied to any subject. Moreover, students are more active in their learning process and collaborative communication if the lecturer plays an active role overseeing students' participation and guiding the construction of knowledge. |
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