Interaction in computer supported collaborative learningan analysis of the implementation phase

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

ISSN: 2365-9440

Año de publicación: 2020

Número: 17

Páginas: 27

Tipo: Artículo

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

Otras publicaciones en: International Journal of Educational Technology in Higher Education


Citas recibidas

  • Citas en Scopus: 20 (10-03-2023)
  • Citas en Dialnet Métricas: 3 (25-02-2023)
  • Citas en Web of Science: 13 (15-03-2023)

JCR (Journal Impact Factor)

  • Año 2020
  • Factor de impacto de la revista: 4.944
  • Factor de impacto sin autocitas: 4.551
  • Article influence score: 1.214
  • Cuartil mayor: Q1
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q1 Posición en el área: 18/265 (Edicion: SSCI)

SCImago Journal Rank

  • Año 2020
  • Impacto SJR de la revista: 1.642
  • Cuartil mayor: Q1
  • Área: Computer Science Applications Cuartil: Q1 Posición en el área: 49/2240
  • Área: Education Cuartil: Q1 Posición en el área: 77/1634
  • Área: E-learning Cuartil: Q1 Posición en el área: 5/78

Índice Dialnet de Revistas

  • Año 2020
  • Impacto de la revista: 3,040
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición en el ámbito: 3/233


  • Ciencias Sociales: A+

Scopus CiteScore

  • Año 2020
  • CiteScore de la revista: 9.2
  • Área: Education Percentil: 99
  • Área: Computer Science Applications Percentil: 92

Journal Citation Indicator (JCI)

  • Año 2020
  • JCI de la revista: 2.7
  • Cuartil mayor: Q1
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q1 Posición en el área: 24/724


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.

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