Please use this identifier to cite or link to this item:

http://hdl.handle.net/10609/84247
Title: Análisis de la interacción en ambientes híbridos de aprendizaje
Other Titles: Interaction analysis in hybrid learning environment
Author: Osorio Gómez, Luz Adriana
Duart Montoliu, Josep Maria
Others: Universidad de los Andes
Universitat Oberta de Catalunya. eLearn Center (eLC)
Keywords: interaction
interaction analysis
hybrid environments
asynchronous discussions
forogramas
blended learning
Issue Date: 1-Oct-2011
Publisher: Comunicar: revista científica iberoamericana de comunicación y educación
Citation: Osorio Gómez, L. & Duart, J.M. (2011). Análisis de la interacción en ambientes híbridos de aprendizaje. Comunicar: revista científica iberoamericana de comunicación y educación, XIX(37), 65-72. doi: 10.3916/C37-2011-02-06
Also see: https://doi.org/10.3916/C37-2011-02-06
Abstract: Interaction analysis in virtual and hybrid learning environments is a complex issue, since it is necessary to go beyond a quantitative approach (number of messages) and obtain information about interaction dynamics in the context of educational activities. This article presents a set of interaction analysis strategies, which were designed during the development of a doctoral thesis in response to the two challenges identified: First, how can interaction be observed? And second, how can interaction be related to academic performance? The strategies designed provide elements for the analysis of educational activities, of asynchronous on-line discussions, of interaction representation and of the relationship between interaction and academic performance. For the analysis of educational activities, elements of sociocultural activity theory were used. For asynchronous on-line discussions, a content analysis of discussion transcripts was performed using a group of categories reflecting the knowledge construction process. Interaction was represented using the forograma technique, which is an alternative strategy for evaluating on-line discussion forums. The relationship between interaction and academic performance was established by comparing interaction dynamics and the academic performance results of the groups selected. Finally, an example is given to show how the strategies are applied.
Language: Spanish
English
URI: http://hdl.handle.net/10609/84247
ISSN: 1134-3478MIAR

1988-3293MIAR
Appears in Collections:Articles
Articles

Share:
Export:
Files in This Item:
File Description SizeFormat 
10.3916_C37-2011-02-06.pdfversión española492.69 kBAdobe PDFView/Open
10.3916_C37-2011-02-06-english.pdfenglish version695.27 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons