Interaction in computer supported collaborative learningan analysis of the implementation phase

  1. Nuria Hernández Sellés
  2. Pablo César Muñoz Carril
  3. Mercedes González Sanmamed
Revista:
International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Ano de publicación: 2020

Número: 17

Páxinas: 27

Tipo: Artigo

DOI: 10.1186/S41239-020-00202-5 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: International Journal of Educational Technology in Higher Education

Indicadores

Citas recibidas

  • Citas en Scopus: 16 (14-01-2023)
  • Citas en Dialnet Métricas: 3 (26-01-2023)
  • Citas en Web of Science: 9 (01-01-2023)

JCR (Journal Impact Factor)

  • Ano 2020
  • Factor de impacto da revista: 4.944
  • Factor de impacto sen autocitas: 4.551
  • Article influence score: 1.214
  • Cuartil maior: Q1
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q1 Posición na área: 18/265 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2020
  • Impacto SJR da revista: 1.642
  • Cuartil maior: Q1
  • Área: Computer Science Applications Cuartil: Q1 Posición na área: 49/2240
  • Área: Education Cuartil: Q1 Posición na área: 77/1634
  • Área: E-learning Cuartil: Q1 Posición na área: 5/78

Índice Dialnet de Revistas

  • Ano 2020
  • Factor de impacto da revista: 3,040
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 3/233

CIRC

  • Ciencias Sociais: A+

Scopus CiteScore

  • Ano 2020
  • CiteScore da revista: 9.2
  • Área: Education Percentil: 99
  • Área: Computer Science Applications Percentil: 92

Journal Citation Indicator (JCI)

  • Ano 2020
  • JCI da revista: 2.7
  • Cuartil maior: Q1
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q1 Posición na área: 24/724

Resumo

There is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a non-experimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.

Información de financiamento

Financiadores

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