Aprendizaje colaborativo en entornos híbridosdos casos en Interacción Persona-Ordenador

  1. Alejandra Martínez-Monés 1
  2. Alejandro Ortega-Arranz 1
  3. Mario Corrales Astorgano 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Journal:
Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)

ISSN: 2531-0607

Year of publication: 2023

Issue: 8

Pages: 97-104

Type: Article

DIALNET GOOGLE SCHOLAR lock_openRUA editor

More publications in: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)

Abstract

Information and communication technologies (ICT) can be very effective in supporting group work, but have limitations when it comes to collaborative learning activities in hybrid environments,understood as those in where there is synchronous interaction between students and faculty in situ and at a distance. This paper describes a learning design for Human-Computer Interaction based on the jigsaw pattern and its implementation in two hybrid learning activities supported by ICT. The results of a study on the perception of students and teachers about both implementations are presented. From this study, a series of challenges to be solved is extracted so that the potential of ICT is used to support collaborative learning in hybrid environments.

Bibliographic References

  • E Aronson y S Patnoe. Cooperation in the classroom: The jigsaw method. Pinter & Martin, 2011.
  • Einat Gil, Yishay Mor, Yannis Dimitriadis y Christian Köppe. Introduction. En Hybrid Learning Spaces. Understanding Teaching-Learning Practice, pp. 1–8. 2022.
  • Julia González Rodríguez. La disciplina Interacción Persona Ordenador en los nuevos planes de estudio: reflexión y propuesta. En Actas de las XIV Jornadas de Enseñanza Universitaria de la Informática, JENUI 2008, pp. 173–180, Granada, 2008.
  • Matthew B. Miles y A. Michael Huberman. Qualitative Data Analysis. Sage, 1994.
  • Glenda Morgan, Robert Yanckello, Terri-Lynn Thayer, Tony Sheehan, Grace Farrell, Saher Mahmood, Charlie Winckless y Neil MacDonald. Top Technology Trends in Higher Education for 2022. Technical report, Gartner, 2022.
  • Jaime Muñoz-Arteaga, César A. Collazos, Toni Granollers y Huizilopoztli Luna-García. Perspectivas en la Interacción Humano-Tecnología. 2022.
  • Luis Pablo Prieto, Juan Ignacio Asensio-Pérez, Yannis Dimitriadis, Eduardo Gómez-Sánchez y Juan Alberto Muñoz-Cristóbal. GLUE!-PS: A multi-language architecture and data model to deploy tel designs to multiple learning environments. En Towards Ubiquitous Learning, pp. 285–298, Berlin, Heidelberg, 2011. Springer Blin Heidelberg.
  • Annelies Raes, Loulou Detienne, Ine Windey y Fien Depaepe. A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23(3):269– 290, oct 2020.
  • Debbie L Stone, Caroline Jarrett, Mark Woodroffe y Shailey Minocha. User Interface Design and Evaluation. Morgan Kaufman, 2005.
  • Roberto Therón, Alicia García-Holgado y Samuel Marcos-Pablos. Docencia de la asignatura Interacción Persona-Ordenador en tiempos de pandemia: una experiencia con Microsoft Teams. En VI Congreso Internacional sobre Aprendizaje, Innovación y Cooperación (CINAIC 2021), pp. 532–537, Madrid, 2021.
  • David Travis. La fábula del diseñador centrado en el usuario, 2009.
  • Janet M. Zydney, Paul B. McKimmy, Rachel Lindberg y Matthew Schmidt. Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends, 63:123–132, 2019
Data source: Dialnet