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Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/16121
Title: Aprenentatge col·laboratiu amb suport de l'ordinador. Influència de la demanda en el procés i els resultats d'aprenentatge
Authors: Becerril Balín, Lorena
Director: Badia Garganté, Toni
Other: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Keywords: collaborative learning
information search
shared knowledge
learning regulation
interactive education
Issue Date: 14-Oct-2011
Publisher: Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Type: Doctoral Thesis
Abstract: The main goal of this research is to deepen the psychoeducational study of computer-supported collaborative learning during the searching and elaboration of information in secondary education. Based on a sociocognitive point of view about teaching and learning, the question behind this study is the following: How specific tasks affect the learning process and results of secondary student pairs when working on the search and elaboration contents of Catalan literature computer-supported? To address this question we aim at four specific goals: 1)To identify the effects of the complexity of the task on the psycho educational processes and on the relationships among them. 2)To identify the processes influencing the learning results for each kind of task. 3)To describe the process leading to the best learning results for each task. 4)To test whether the change that is produced in the shared knowledge is the result of the collaborative process or a product of the learning process. To reach these goals, a quasi-experimental study has been conducted with a pre-post-test design, and the learning process and results of forty-nine student pairs of secondary fourth grade from two different educational centres have been analyzed. Regarding the effects of the learning process on the learning results, the data demonstrate that the importance of the process is positively correlated with the complexity of the task. Likewise we can conclude that the relationship between the best learning results and the processes involved vary according to the type of task required. Finally, based on the data analysis of shared knowledge, we can affirm that the convergence of knowledge obtained can be attributed to the collaborative interaction only in the case of most complex tasks.
Language: Catalan
URI: http://hdl.handle.net/10609/16121
Appears in Collections:Doctoral Thesis


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