Collaborative learning in virtual environments and its socio-constructivebases as a way to achieve meaningful learning
Keywords:
Aprendizaje colaborativo, ambiente virtual de aprendizaje, aprendizaje significativo, socioconstructivismoAbstract
The present article is part of a processes research about the learning, it´s relations and meaning for the building of significative learning´s. The development of the Web 2.0, the generation of the communities learning as the same as the TIC´s incorporation to the learning process have promoted the virtual collaborative learning, considering the interaction and the intersubjective reciprocity as a facilitators that allow the collective building among a group that share cognitive common goals. The significative learning is possible, transiting from the inter-learning to the intra-learning thereafter the links and the relations done between the prior knowledge and the new information, getting the joint co-construction of significative learning.
References
Ausbel, David. (1983). Psicología educativa: un punto de vista cognoscitivo. México: Editorial Trillas.
Bustos, Alfonso y Coll, César. (2010). Los entornos virtuales como espacios de enseñanza y aprendizaje: una perspectiva psicoeducativa para su caracterización y análisis. Revista Mexicana de Investigación Educativa, núm. 44, vol. 15, pp. 163-194. Recuperado de http://www.redalyc.org/articulo.oa?id=14012513009
Coll, César. (1994). El constructivismo en el aula. Barcelona: Editorial Grao.
Crook, Charles. (1998). Ordenadores y aprendizaje colaborativo. España: Ediciones Morata.
Díaz, Frida y Morales, Luciano. (2009). Aprendizaje colaborativo en entornos virtuales: un modelo de diseño instruccional para la formación profesional continua. Tecnología y Comunicación Educativa, núm. 47-48, año 22-23, pp. 4-25.
Domínguez, Eulises; Muñoz, Ventura; Yaber, Iván; Martínez, Domingo y Serna, Pedro. (2010). Análisis comparativo de tres modelos de aprendizaje: colaborativo virtual, colaborativo presencial y magisterial. En Congreso Internacional de Educación Mediada con Tecnología, Universidad de Barcelona. Recuperado de http://www.colombiaaprende.edu.co/html/mediateca/1607/articles-73992_Archivo_6.pdf
Estrada, Ángela. (2010). El trabajo colaborativo como herramienta para elevar el nivel de aprovechamiento escolar. Instituto Michoacano de Ciencias de la Educación "José María Morelos", Departamento de Pedagogía, Secretaría de Educación Pública en Michoacán.
Garrison, Randy y Anderson, Terry. (2005). El e-learning en el siglo XXI. Barcelona: Octaedro.
Gros, Begoña y Silva, Juan. (2006). El problema del análisis de las discusiones asincrónicas en el aprendizaje colaborativo mediado. Revista de Educación a Distancia, núm.16, pp.1-16. Recuperado de http://revistas.um.es/red/article/view/24251
Guitert, Montse y Jiménez, Ferran. (2000). El trabajo cooperativo en entornos virtuales de aprendizaje. En Josep Duart y Albert Sangra (comps.). Aprender en la virtualidad. Barcelona: Editorial Gedisa.
Gunawardena, Charlote; Lowe, Constance & Anderson, Terry. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social, construction of knowledge in computer conferencing. Journal Educational Computing Research, núm 4, pp. 397-43. Recuperado de https://www.researchgate.net/publication/238988854_Analysis_of_A_Global_Online_Debate_and_The_Development_of_an_Interaction_Analysis_Model_for_Examining_Social_Construction_of_Knowledge_in_Computer_Conferencing
Guzmán, J. (2004). Teorías del aprendizaje y de la evaluación. Antología. Maestría en Educación Ambiental CUCBA. México: Universidad de Guadalajara.
Jonassen, David; Peck, Kyle & Wilson, Brent. (1999). Learning with technology: A constructivist perspective. EUA: Merrill/Prentice Hall.
Lave, Jean & Wenger, Etienne. (1991). Situated Learning Legitimate Peripheral Participation. Nueva York: Cambridge University Press.
Monereo, Carles y Durán, David. (2003). Entramados: métodos de aprendizaje cooperativo y colaborativo. Barcelona España: Edebe.
Oliver, Ron; Herrington, Jan & Omari, Arshad. (1996). Creating Effective Instructional Materials for the World Wide Web. En Roger Debreceny y Ellis Allan (eds.). Proceedings AusWeb 96: The Second Australian World Wide Web Conference. Lismore NSW: Southern Cross University.
Pozo, Juan; Scheuer, Nora; Pérez, María del Puy; Mateos, María del Mar; Martín, Elena y De la Cruz, Montserrat. (2007). Nuevas formas de pensar la enseñanza y el aprendizaje. Barcelona, España: Grao.
Ritzer, George. (1995). Teoría sociológica contemporánea. España: McGraw-Hill.
Schutz, Alfred. (1972). Fenomenología del mundo social. Introducción a la sociología comprensiva. Buenos Aires, Argentina: Paidós.
Vigostky, Lev. (1978). Pensamiento y lenguaje. La Habana: Editorial Revolucionaria.
Wilson, Brent & Cole, Peggy. (1996). Cognitive teaching models. En Handbook of research for educational communications and technology. Nueva York: MacMillan.
Downloads
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
