El aprendizaje colaborativo mediado por TIC: la percepción de estudiantes de ingeniería química en tiempos de pandemia
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2023
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Universidad Nebrija
Citation
Castro Chao, N. «El aprendizaje colaborativo mediado por TIC: la percepción de estudiantes de ingeniería química en tiempos de pandemia». Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, vol. 17, n.o 34, abril de 2023, pp. 120-49. DOI.org (CSL JSON), https://doi.org/10.26378/rnlael1734510.
Abstract
Este artículo aborda el proceso de enseñanza-aprendizaje del IFE por medio de actividades colaborativas mediadas por TIC. A partir de datos obtenidos entre 51 estudiantes, el estudio combina estrategias cuantitativas y cualitativas a fin de analizar: 1) la percepción que tienen los estudiantes de su experiencia con el aprendizaje colaborativo mediado por TIC; 2) la percepción que tienen de sus habilidades técnicas y tecnológicas en tiempos de pandemia; 3) los problemas que surgen durante el desarrollo de las actividades. Los resultados reflejan una valoración positiva de la experiencia y una preferencia por el aprendizaje colaborativo. El alumnado percibe sus habilidades técnicas y tecnológicas positivamente y se muestra interés en las videoconferencias como herramienta de trabajo. Surgen, no obstante, dificultades relacionadas con la participación y la coordinación de los equipos que indican que es necesario que el docente proporcione una guía a la hora de distribuir las funciones y responsabilidades.
This paper is concerned with the process of teaching-learning ESP through ICT-supported collaborative activities. On the basis of a dataset obtained from 51 students, the study combines quantitative and qualitative methods in order to analyze: 1) the students' perception of their experience with collaborative learning supported by ICT; 2) the students’ perception of their own technical skills in times of pandemic; 3) the problems that arise in the course of the development of collaborative activities. Results reveal that the experience is rated positively by students, and they show a preference for collaborative learning. Students have a positive perception of their technology skills and express an interest in the use of videoconferencing. There are, nonetheless, difficulties related to participation and group coordination which indicate that the instructor needs to provide guidance as to the distribution of roles and responsibilities among group members.
This paper is concerned with the process of teaching-learning ESP through ICT-supported collaborative activities. On the basis of a dataset obtained from 51 students, the study combines quantitative and qualitative methods in order to analyze: 1) the students' perception of their experience with collaborative learning supported by ICT; 2) the students’ perception of their own technical skills in times of pandemic; 3) the problems that arise in the course of the development of collaborative activities. Results reveal that the experience is rated positively by students, and they show a preference for collaborative learning. Students have a positive perception of their technology skills and express an interest in the use of videoconferencing. There are, nonetheless, difficulties related to participation and group coordination which indicate that the instructor needs to provide guidance as to the distribution of roles and responsibilities among group members.
Description
Para llevar a cabo la presente investigación se ha obtenido financiación de las siguientes entidades: el Fondo Europeo de Desarrollo Regional, el Ministerio de Ciencia e Innovación (referencia PID2020-114604GB-100) y la Xunta de Galicia (referencias ED431B 2020/01 y ED481B-2021-046).