How can I learn more when I collaborate in a virtual group?
Learning in virtual groups has been a process studied and analysed long from multiple perspectives. However, the literature is scarce when we look for models to explain information problem solving skills in online collaboration. A descriptive model of cognitive skills involved in individual informat...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/109822 |
| Acceso en línea: | https://hdl.handle.net/10609/109822 |
| Access Level: | acceso abierto |
| Palabra clave: | information problem-solving virtual groups learning higher education solució de problemes d'informació grups virtuals aprenentatge educació superior solución de problemas de información grupos virtuales aprendizaje educación superior Web-based instruction Ensenyament virtual Enseñanza virtual |
| Sumario: | Learning in virtual groups has been a process studied and analysed long from multiple perspectives. However, the literature is scarce when we look for models to explain information problem solving skills in online collaboration. A descriptive model of cognitive skills involved in individual information problem solving while using internet information can be found in recent research. The purpose of this study was to find out what information problem solving skills (IPS) students apply when working collaboratively online, and secondly, to analyse what differentiates students who do well on their knowledge tests after collaboration, in relation to these IPS skills. We conducted a research with more than 40 students in 10 virtual groups to analyse the correlation between learning and IPS skills applied by students during an online task that lasted more than 4 weeks. Students completed a weekly self-report with actions related to IPS skills and time devoted to the collaborative task. Findings show that students applied more frequently the skill to check the communication (30%), secondly, read de information (22%), in the third place exchange information (20%), followed by write the information (15%), analyze the information (8%), and finally, search for information (5%). However, only three skills correlate with learning: information exchange, analysis of information and checking communication. Two of them (exchange and check) are collaborative skills and one of them (analysis) is an information problem-solving skill. The conclusions of this study may provide guidelines for instructors and students on ways to improve learning in online collaborative group work. |
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