Name
Abstract | ||
|---|---|---|
This article presents the main results from eight case studies carried out at different Spanish schools. Using a common protocol, the authors compared different cases of schools in which computer-supported collaborative learning experiences were carried out in order to identify what standard actions they had in common. In order to facilitate data collection and analysis, the authors opted for a mixed methodology, the instruments being interviews, observation, document analysis, a monitoring guide for the teachers and a semantic differential for the students. It was concluded that collaborative learning strategies favour students, since all of them benefit from constructing knowledge together, sharing responsibilities, taking ideas more in depth, having greater autonomy and control over their own learning, and helping each other in the process. |
Year | DOI | Venue |
|---|---|---|
2016 | 10.4018/JITR.2016040105 | JOURNAL OF INFORMATION TECHNOLOGY RESEARCH |
Keywords | Field | DocType |
Case Studies, Collaborative Learning, Educational Innovation, Information and Communication Technologies, Qualitative Methodology | Data mining,Data collection,Semantic differential,Document analysis,World Wide Web,Collaborative learning,Computer science,Autonomy,Knowledge management,Computer-supported collaborative learning | Journal |
Volume | Issue | ISSN |
9 | 2 | 1938-7857 |
Citations | PageRank | References |
0 | 0.34 | 3 |
Authors | ||
3 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Marcos Cabezas | 1 | 0 | 0.68 |
| Sònia Casillas | 2 | 26 | 6.59 |
| Azucena Hernández | 3 | 0 | 0.34 |